Michelle Havener

Day 10
Review
State Standard 3.L.5: The student will demonstrate an understanding of how the characteristics and
changes in environments and habitats affect the diversity of organisms.
Indicator 3.L.5A.2: Develop and use a food chain model to classify organisms as producers,
consumers, and decomposers and to describe how organisms obtain energy.
Learning Objective(s): The students will be able to work together in teams to answer the jeopardy
questions.
Essential Question(s): Why are plants so important to our survival?
Assessment: The students will be able to work together in teams. The teacher will use a check-list to
evaluate whether or not the students are working together in a team and that all members of the team are
participating. As well as, write their observations of the class plant in their journals. The results will be
recorded in an anything chart.
Activities/Procedures:
Opening: The teacher and the students will review what they have learned from the previous
days.
Activities: The students and the teacher will review their lapbooks
The teacher will show a time lapse video of a Pea Shoot or Root Growth
The students and the teacher will discuss the students observation journals
The teacher will have the students work in teams to answer questions from a jeopardy game.
The students will write their final observation of the plant and if their predictions were correct or
not and why they think they were right or wrong.
The students will work together in teams to answer questions from a jeopardy game.
The teacher will use a check-list to assess the students team work and understanding during the
jeopardy game.
Closure: The students will turn in their journals.
Accommodation:
ESOL: The teacher will speak all directions as well as restate and reword as necessary. Each activity will
be modeled before the students attempt it.
Resource & Speech: The students will receive extra time, additional instruction as needed, and have all of
the questions read orally to them (if IEP requires).
Challenge: The students will write a paragraph on all that they have learned. They will use their survival
books to help them write the information. Or answer the problem thinking questions on a separate sheet
of paper.
Early Finishers: Options: 1) work on unfinished homework, 2) students can read a book, 3) Take an AR
test, 4) go on razkids, 5) do ExtraMath, 6) write their times tables, or 7) fill out the KWL chart found in
the their lapbooks.
Materials: Lapbooks, Survival Books, Pencils, Laptop, Promethean Board, Jeopardy Game website,
YouTube, journals, Checklist, crayons, glue, scissors, and KWL chart.
Development of Critical Thinking and Problem Solving:
1) How would you create a chart to show people how plants are important for survival? (Creating)
2) Based on what you know, how are plants essential for our survival? (Evaluating)
3) Can you identify the importance of plants? (Analyzing)

Michelle Havener
Day 10
Anything Chart:
Name: Journal
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Lapbook
Jeopardy Game
Completion Participation

Jeopardy Game
Team Work

Notes