Multiple Subject Lesson Plan Template

PRELIMINARY INFORMATION 
NAME: Briana Friddle DATE: 3/3/23 GRADE: 3rd # STUDENTS:  23        
UNIT/TOPIC:  Tide Pool/ Adaptations LESSON # 3 OF 3  
LESSON NAME: Adaptations in Tide Pools

STANDARDS, OBJECTIVES, ACADEMIC LANGUAGE 

CONTENT STANDARDS (Math) (ELA) (Social Studies) (Science): List the academic content
standards (include both number and text) (e.g., Common Core State Standards, Core Content
Connectors, NGSS standards). If only a portion of a standard is being addressed, then only list the
part or parts that are relevant.
3-LS2 Ecosystems: Interactions, Energy, and Dynamics
3-LS2-1. Construct an argument that some animals form groups that help members survive.
CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS (Interacting, How
English Works, Foundational Literacy): List the standard(s) (include both number and text) that are
most relevant to the lesson.
ELD.PI.B.3.5.Ex Listening Actively
Demonstrate active listening to read-alouds and oral presentations by asking and answering
detailed questions, with occasional prompting and moderate support.
CONTENT LEARNING OBJECTIVE(S): Based on the content standards, write one or two
content learning objectives that state what students should know and/or be able to do as a result of
this lesson. Objectives MUST be: specific, measurable, and realistic.  
Students will be able to argue how certain sea creatures have specific adaptations that help them
survive in tide pools.
STUDENT-FRIENDLY LEARNING GOAL(S):
I can explain the adaptations of a sea anemone, sea hare, and octopus in a tide pool.
LANGUAGE OBJECTIVES:  Based on the ELD standards, write one or two language objectives
that state how students’ English language development will be supported through this lesson.
Consider how you might include objectives that meet the needs of students at different proficiency
levels (emerging, expanding, bridging, lifelong learning)
Students will be able to listen to the book during the reading aloud.
Students will be able to answer questions with detail.
ACADEMIC LANGUAGE: Identify the language demands of the lesson. Detail the level and
complexity of the texts being used, as well as the key vocabulary students must understand in
order to participate effectively in this lesson.
- Tide Pool
- Adaptations
- Habitat
- Predators
- Prey
- Behavior

  STRATEGIES AND LEARNING TASKS 

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LAUNCH/HOOK/ENGAGEMENT: How will you start the lesson to connect with what students
have already learned and know (activate background knowledge)? How will you integrate what
you know about your student’s academic knowledge, social development, funds of knowledge,
and cultural backgrounds to engage the students from the start?
I will begin the lesson by activating background knowledge. l will ask students to
think-pair-share to review vocabulary words that we have learned in the previous lessons. I will
randomly call on students to share what they discussed with their partner. (11:00-11:05)

We will view a short video that shows some creatures that live in tide pools. I will ask students to
share their noticings and wonderings with their table groups. We will discuss their findings as a
class before transitioning. (11:05-11:10)

LESSON SEQUENCE: Specify the sequence of activities that will scaffold your students’ learning
toward the objectives. What will students be doing? Think specifically about what questions you
will ask, in what activities students will engage, how you will promote discussion, and how you will
facilitate students’ use of key academic language. As you write this section, be sure to design your
instruction to support all learners in your classroom (i.e., utilize universal design principles:
engagement, representation, action & expression; accommodations and modifications).

What formative assessments will you use for each activity?

Teaching Strategies/Learning Tasks/Activities Formative Assessment(s)

● As we are reading as a
I DO: I will begin the lesson by modeling how to fill out the chart
class, I will stop to ask
given to students on Seesaw. We will read this portion of the
questions to check for
text together. I will then explain my thinking to students once we
understanding.
finish reading the sea anemone category. I will demonstrate to
the students that we can use the clues from the text to complete
the chart provided. Students will write down the same
information into their chart. (11:10-11:15)
● As students are
WE DO: After modeling, we will move into guided instruction. I
collaborating with their
will tell the students that our next creature we will be learning
peers, I will walk around
about are sea hares, or sea slugs. I will read this section out
to monitor discussion and
loud and students will track to follow along. After reading, I will
check for understanding.
prompt students to think-pair-share about what they learned
● By randomly calling on
about sea hares adaptations. I will randomly call on students to
students I will be able to
share what we should add to our chart. As a class, we will fill
observe their thinking and
out the chart for sea hares. (11:15-11:20)
assess.
YOU DO: We will read as a class the section for octopus. Again,
● Again, I will walk around
we will think-pair-share and discuss as a class our findings
to observe the
about their adaptations. Independently, students will complete
conversations occurring
the chart for octopus adaptations. Once students complete the
during think-pair-share.
chart they will give me a thumbs up so I know they are done. I
● Thumbs up to check for
will randomly call on students to screen mirror their IPads to the
readiness/understanding

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projector so they can share their answer with the class. ● By having the students
(11:20-11:30) share their iPad screens, I
will be able to assess the
work they are doing.

CLOSURE: How will you bring closure to the lesson? What questions and/or prompts might you
use to support students in articulating/sharing their learning? How will you preview what will
come next for the students in regard to the subject matter?
I will bring the lesson to a close by asking the students a series of questions that will get them
thinking about their exit slips.

“Why do some creatures have more than one adaptation?”

“How do the adaptations help them survive in the tide pool?”
“Do you think some creatures have an advantage over the others because of their adaptations?”
I will explain to students that they will continue to learn about other animal adaptations, similar to
the squirrels they previously learned about, and how it helps them to survive in the world.
(11:30-11:35)

After asking the students a series of questions to showcase their learning, students will begin
working on their exit ticket. This exit ticket will act as their post-assessment and will prompt
students to argue what animal has the best adaptations.
RESOURCES AND MATERIALS: What materials will you need for this lesson? What materials
will students need?
Teacher: Life in a Tide Pool by Mary Mackie, Seesaw - for the chart and pre/post
assessment, projector, IPAD

Students: IPAD, Seesaw - for the story and the chart

If appropriate, the lesson may include a rubric for the formative assessment. If so, the
chart below may be used. The objective(s) is listed at the left, followed by brief
descriptions of the criteria for each rubric score.

Rubric & Success Criteria for Formal Formative Assessment

3 = Exemplary/Accomplished 2 = Proficient/Achieving 1 = Developing/Emerging
(as represented on the SAC)
Objective(s) 3 2 1
Students use a Students begin to share Students are still
Students can identify
complete sentence to the adaptation(s) of the working to identify the
different adaptations
share an adaptation(s) specified sea creature. adaptations.
of a specified sea
of the specified sea
creature.
creature.
Students can explain Students give reason to Students state the Students are still
with reasons how the share how the adaptations of the sea identifying the
adaptations of a sea adaptations of certain creature, yet are still adaptations and
creature help them sea creatures help working to identify reasons that it helps the
survive in the tide them to survive in tide reasons of how they creature survive.
pools. pools. survive using them.

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 Students can argue Students share which Students do not share
Students can argue which creature they creature they think has which sea animal has
which creature has think has the best the best adaptations, the best adaptations.
the best adaptations adaptations in the tide yet are still developing
with reasons. pools and caan support their reasoning.
it with reason.

Specific UDL supports & extensions available to all students that will help those
groups: Keep focus students and/or students at levels 1 & 3 on SAC Pre-Lesson
Assessment in mind as you ponder these, and list below:
● Checkpoint 2.1 Clarify vocabulary and symbols
● Checkpoint 8.3 Foster Collaboration and Community
● Checkpoint 7.3 Minimize threats and distractions
● Checkpoint 4.2 Optimize access to tools and assistive technologies
● Checkpoint 5.1 Use multiple media for communication
● Checkpoint 6.1 Guide appropriate goal-setting

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