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Introduction and Gopher Lesson Plan
Introduction and Gopher Lesson Plan
Introduction and Gopher Lesson Plan
Science
● 3-LS2-1 Construct an argument that some animals form groups that help
members survive.
● 3-LS4-3 Construct an argument with evidence that in a particular habitat
some organisms can survive well, some survive less well, and some cannot
survive at all.
● 3-LS3-2 Use evidence to support the explanation that traits can be
influenced by the environment.
● L.OL.03.42 Classify animals on the basis of observable characteristics.
Day 2
● I can verbally ask inquiry-based questions related to gophers.
● I can choral read an article about gophers with my class.
● I can practice fluency and accuracy for comprehension by reading with my
partner.
Day 3
● I can demonstrate listening skills during a read aloud about gophers by
answering guided questions.
At the end of the lessons, the students will be able to predict, use reading
strategies to help with comprehension, demonstrate research skills, and will be
able to verbally explain the physical and behavioral adaptations of gophers. They
will also be able to work together as a team at an appropriate and successful
level.
The challenges that students might encounter are technical difficulties, answering
higher level questions, student motivation, student attention, and teamwork.
Student Behavior
● Answering teacher questions
● Asking their own questions
● Completing all Guided, Partner, and Independent Work
● Appropriately working as a team/group
IV. Introduction: Creating Excitement and Focus for the Generate Interest
Lesson Target Day 1: The teacher will put up a large KWL chart onto the board and will ask the
What will you do to generate interest? students, “How do animals survive in nature?”
How will you access prior knowledge? Day 2: The teacher will review the large KWL chart and will ask, “What is a
What will you practice/review? gopher? How do gophers survive in nature?”
Day 3: The teacher will review the KWL chart and vocabulary with the students by
doing a Turn-and-Talk.
Prior Knowledge
Day 1: Students will express their prior knowledge through a KWL chart.
Day 2: KWL Chart and vocabulary will be reviewed.
Day 3: KWL Chart and vocabulary will be reviewed.
Practice/Review
● Vocab Reviews
● KWL Chart
● Choral Reading before partner reading
Day 2
1. The teacher and students will review the KWL chart and Vocab Board.
2. The teacher will then ask students to raise their hands if they know what a
gopher is, or if they have ever heard the word “gopher” before.
3. If students do have prior knowledge of gophers, the teacher will add what
they know about gophers under the “K” in the KWL chart.
4. The teacher will then ask students what they want to learn about Gophers
and will add these questions under the “W” in the KWL chart.
5. The teacher will then pass out the teacher-made Gopher article,
explaining that they are going to be learning about Gophers the next
couple days to find out their adaptations.
6. The teacher and students will choral read the article.
7. The students will partner read the article (partner 1 reads one paragraph,
partner 2 will read the next paragraph…)
8. The teacher and students will discuss what they learned about gophers,
adding this information to the KWL chart.
9. The teacher will then ask students about the bolded words in the article,
adding these words to the Vocab Board (with pictures?).
Day 3
1. The teacher and students will review the KWL chart and Vocab Board.
2. The teacher will ask students to Turn-and-Talk to their partners about
what they had learned yesterday about gophers.
3. The teacher will then ask students if any of their questions had been
answered under the “W.” If anything new had been learned/answered,
the information will be added under the “L” on the KWL chart.
4. The teacher will then read-aloud Backyard Wildlife: Gophers by
Bellwether Media, Inc.
5. While reading, the teacher will stop to ask CFU Questions.
6. After reading, the teacher will ask students to do a Think-Pair-Share about
what they had learned about gophers from the book. These will be added
to the “L” on the KWL Chart.
7. The teacher will also point out the bolded words in the book, adding them
to the Vocab Board.
Accommodations/Extensions
● Some students may need longer wait time after teacher questions.
● Some students may need more 1-on-1 teacher guidance during partner
reading.
● Students will be welcome to read Backyard Wildlife: Gophers by
Bellwether Media, Inc, individually during independent reading.
● If time permits, students can compare and contrast the information in the
article and the book in their notebooks.
Day 2
1. The teacher will pass out the teacher-made Gopher article, explaining that
they are going to be learning about Gophers the next couple days to find
out their adaptations.
Day 3
1. The teacher will then read-aloud Backyard Wildlife: Gophers by
Bellwether Media, Inc.
2. While reading, the teacher will stop to ask CFU Questions.
3. The teacher will also point out the bolded words in the book, adding them
to the Vocab Board.
Day 3
● “What are rodents? What other animals are rodents?”
● “What does predator mean? What would this make a gopher?”
Day 2
1. The teacher and students will review the KWL chart and Vocab Board.
2. The teacher will then ask students to raise their hands if they know what a
gopher is, or if they have ever heard the word “gopher” before.
3. If students do have prior knowledge of gophers, the teacher will add what
they know about gophers under the “K” in the KWL chart.
4. The teacher will then ask students what they want to learn about Gophers
and will add these questions under the “W” in the KWL chart.
5. The teacher and students will choral read the teacher-made gopher
article.
6. The teacher and students will discuss what they learned about gophers,
adding this information to the KWL chart.
7. The teacher will then ask students about the bolded words in the article,
adding these words to the Vocab Board.
Day 3
1. The teacher and students will review the KWL chart and Vocab Board.
2. The teacher will ask students if any of their questions had been answered
under the “W.” If anything new had been learned/answered, the
information will be added under the “L” on the KWL chart.
3. After reading, the teacher will ask students to do a Think-Pair-Share about
what they had learned about gophers from the book. These will be added
to the “L” on the KWL Chart.
Day 3
1. Students will Turn-and-Talk to their partners about what they had learned
previously about gophers.
X. Closure The “I Can” statements will be reviewed at the end of each lesson and at the end
How will the ‘I can’ statement(s) be reviewed? of the week through classroom discussions and additions to the KWL and
How will students be involved? Vocabulary charts about what the students have learned about animal
What connections to future learning will occur? adaptations and gophers.
XI. Assessment Completed KWL chart and Vocabulary Board are evidence that supports the
What evidence supports that the objective(s) were met? objectives were met.
What do my students know, understand and are able to do?
What formative assessments will be used to inform At the end of the lessons, the students will be able to predict, use reading
instruction? strategies to help with comprehension, demonstrate research skills, and will be
able to verbally explain the physical and behavioral adaptations of gophers. They
will also be able to work together as a team at an appropriate and successful
level.