Animal Life Cycles Unit Plan: Grade 3 Copperfield School Amelia Wills
Animal Life Cycles Unit Plan: Grade 3 Copperfield School Amelia Wills
Animal Life Cycles Unit Plan: Grade 3 Copperfield School Amelia Wills
Grade 3
Copperfield School
Amelia Wills
Classes:30-40 mins
The class will go on a nature walk around the school and get
students to become aware of all the birds and bugs around them,
and things such as a trees and plants.
2 Living or Non-Living?
Once they have finished gluing, they may fill out the information
they have gathered into the animal classification worksheet.
4 Classifying Animals II SLE 1 Formative:
Have students pull out their animal classification worksheet from - Observe student’s
last class and get in their partner groups. Get students to listen to participation in game
descriptions of each grouping of animal and have them deduce
which grouping of animals each section is. Students will then
decide which feature is most important to classify each group of
animals. (Example: no backbone for insects)
Give students a chance to colour their frog life cycle. Play frog life
cycle song videos for kids from YouTube while they are colouring. If
students are finished early, encourage them to look at some of the
frog books from class library
Create edible butterfly life cycle on paper plate using various candy
items.
12 Butterflies- How do we look after butterflies? SLE 4 Formative:
SLE 5 - Student brainstorms
Watch a video on taking care of butterflies. SLE 6
SLE 10
Do read aloud of the book Where Butterflies Grow.
Review life cycle stages they witnessed in the book for the
penguins.
Students will each receive a feather that they will sketch in their
visual journals. Once completed students will dip their feather in
water and examine it with a magnifying glass. Students will sketch
what the wet feather looks like
Now students will dip their feather in oil and get them to observe it
with a magnifying glass. Have students sketch the oil covered
feather in visual journal
Have students predict whether or not the oil will dry out or
evaporate off of the feather.
21 Oil Spill III SLE 8 Formative:
SLE 9 - Participation in
Have students examine feather once more. Get students to discussion
brainstorm what the consequences are for birds being coated in oil - Brainstorms
from spills. How can we get the oil out of the feathers?
Review again that humans are the cause for many animals’
extinction and others are endangered. Have students brainstorm
ways that we can help preserve the survival of endangered species.
Have students journal about changes they can make in their own
lives and how they can encourage others to make those changes.
Final Project and other lessons for this unit are located in cross-curricular LA Unit Plan for One
and Only Ivan
Frog Butterfly Butterfly
Classification Habitat Lily Pad Frog Video
Title Frog Cycle Habitat cycle Garden
Learning Chart Web Craft Questions
Sketch sketch Brainstorm
Outcomes Type Formative Formative Formative Formative Formative Summative Formative Formative
Weighting
SLO 1- Classifying
X X X
Animals
SLO 2- Describe
X X X X X X
growth of animal
SLO 6- Habitats X X X X
SLO 7- Adaptations X X
SLO 8- Environmental
threats
SLO 9- Habitat
Preservation
SLO 10- Knowledge of
X X X
needs
Assessments
Extinct Animal
Salmon Penguin Reptile Draft Animal
Title Oil Spills Animal Research
Learning Puppets Restaurant Research Diary Diary
Sketch Research Project
Outcomes Type Formative Formative Formative Formative Summative Formative Formative Summative
Weighting
SLO 6- Habitats X X X X X X
SLO 7- Adaptations X X X X X X
SLO 8- Environmental
X X X X X X
threats