Developmental Lesson Plan

Teacher Candidate: Amanda Walker Date: 11-20-20

Group Size:25 Allotted Time:50 Minutes Grade Level: 3rd Grade

Subject or Topic: Lesson Plan 3: The relocation of the invasive species

Common Core/PA Standard(s):Standard 4.5.3.B: define the term pests and identify various
plants and animals that humans call pest

Learning Targets/Objectives: the 3rd grade student will be able to identify how invasive
species get relocated from their native land by following a powerpoint and the transfer of
worms in apples activity

Assessment Approaches: Evidence:

1. Thumbs Up Thumbs down 1. Observational
“Thumbs up if you understand how 2. Chart 1: What country did the worms
invasive species get relocated from come from
their native land, and thumbs down if Chart 2: How many worms did you
you still don’t understand how discover?
invasive species can be relocated” Chart 3: Would you say the worms
2. Apple and Worms Inquiry Sheet were introduced on accident or on
…. purpose?
Chart 4: For what reason were the
worms brought to this new country?
…
Assessment Scale:
● 4/4 = Proficient
○ student showed a clear understanding of each question on table and
answered 4/4 questions correctly
● 3/4= Average
○ student only answered 3/4 questions correctly
● 2/4= Basic
○ student only answered 2/4 questions correctly
● 1/4= Below Basic
○ student only answered 1/4 questions correctly

Subject Matter/Content:
Prerequisites:
● Non-Native Species
● Native Species
● Habitat
● Invasive Species
● ecosystem
● the harmful effects of invasive species
Key Vocabulary:
● relocation
○ to move to a new location

● accident
○ an event occurring by chance or from unknown cause
● purpose
○ an event occurring by someone or something for a specific cause
● introduced
○ to bring into practice or a place

Content/Facts:
● Native species, are species that are native to the land or ecosystem they have lived on
● when these species are relocated or transported to a non native land they could start
affecting the environment making them invasive
● these species can be relocated on accident or on purpose
● there are many different examples like through trading of goods, and so much more
● the relocation of species can cause them to become invasive
● Some species are brought to a new area on purpose. Often, these species are
introduced as a form of pest control. Other times, introduced species are brought in
as pets or decorative displays. People and businesses that import these species do not
anticipate the consequences. Even scientists are not always sure how a species will
adapt to a new environment.
● Introduced species multiply too quickly and become invasive. For example, in 1949,
five cats were brought to Marion Island, a part of South Africa in the southern Indian
Ocean. The cats were introduced as pest control for mice. By 1977, about 3,400 cats
were living on the island, endangering the local bird population.
● Other invasive species descended from pets that escaped or were released into the
wild. Many people have released pet Burmese pythons into the Everglades, a swampy
area of south Florida. The huge snakes can grow to 6 meters (20 feet) long. Pythons,
native to the jungles of southeast Asia, have few natural predators in the Everglades.
They feast on many local species, including white ibis and limpkin, two types of
wading birds.

Introduction/Activating/Launch Strategies:
● First say to students “Good Morning my little scientist! So far this week we have
covered invasive species and the harmful effects they can have on the environment
 they have been introduced to. Today we are going to learn how these invasive species
get relocated from their native land and introduced to a non native land. We will
cover this with a powerpoint, and then move into a fun activity that will help us get a
better understanding of how we can relocate a species. But first we are going to
watch a fun video!”
● Play VIDEO
● Have a discussion with the students about the video, and ask them their thoughts

Development/Teaching Approaches

● I DO:
○ say to the students “That was a fun video wasn’t it? Now we are going to learn

more about how invasive species are moved from their native land to a non

native land. First we will be doing a powerpoint. After the powerpoint we will

be doing a fun activity with apples and gummy worms that represent how

invasive species are introduced.

○ Pull up Relocation Of Invasive Species Powerpoint

○ slide 2: begin by having a discussion. Say: “How are invasive species

introduced? Does anyone have any ideas?” give students time to think and

have a short discussion. After discussion say “Great ideas everyone. Invasive

species can be introduced by accident or on purpose.”

○ Move on to slide 3: read everything on slide, answer any questions a student

may have

○ Move on to slide 4: read everything on slide, answer any questions a student

may have

○ Move on to slide 5: read first bullet point to class. Then say to students. “Ok

guys now we are going to have a discussion with a partner. You will be

discussing quietly with a partner about one way an invasive species can be
 introduced on accident, and one way an invasive species can be introduced on

purpose. Then we will be sharing as a class. I am excited to hear what you guys

have to say!”

○ give time for discussion

● WE DO

○ Say “You guys did a great job with the powerpoint! Now we are going to move

into something a little more fun. I need everyone to listen very carefully to my

instructions so I can explain how this activity is going to work. Shortly we are

going to be splitting the class into two groups. For the first 10 minutes group 1

is going to act like they are delivering apples from America to group 2 who

lives in canada. What we don’t know is that inside these apples there might be

some worms that are native to America! So when I set my timer group 1

(America) is going to bring the apples over to group 2. In those 10 minutes

group 1 will return back to their side of the classroom and have a quiet

discussion as to what might happen if Canada finds worms in their apples. In

the meantime group 2 will be opening their apple containers and checking for

worms. I will be working with whatever group as the apples so that we can

make some observations. After the 10 minutes is up group two will put the

worms back into the apple containers and we will begin the timer. Group 2 will

then bring the apples to America and we will repeat the same process.

○ ask if any student is confused or has any questions

○ say “After we have all observed the Apples and have seen how many worms
 are inside we will be returning to our seats and filling out a worksheet as to

what we observed in this activity.”

○ Pull up Apple and Worm Activity Sheet on doc cam. Explain to students: “This

is the worksheet we will be completing after the activity. First fill out your

name date, the country you were assigned, and the date. So if you were a part

of the America group you would write America. (Write down America next to

the country) Then you will be filling out this chart. (Point to the first box) Here

you will be writing about which country the apples came from. So either

America or Canada. For example since I said that I was a part of the America

group I would write that the apples came from Canada. (Point to next box)

here you will be writing how many worms were brought over. (Point to the

next box) Here you will be writing on whether the worms were brought over

on purpose or on accident. In the next box (Point to last box) you will be

writing why you think these worms were brought over. So for example, the

worms were brought over through the apples through trading.

○ Answer any questions students may have.

○ Begin by dividing class in half. Have group 1 go to the left side of the room,

and have group 2 move to the right side of the room. Explain to group 1 that

they are the American group and will be bringing the apples to Group 2 the

candian group. Explain to group 2 that they are the canadian group and they

will receive the apples first.

○ Make sure everyone is clear on the directions of activity. Say to students

 “Remember do not eat any of the gummy worms you find in the apples. If you

all do a good job during this activity then I will hand out gummy worms for

everyone to eat.”

○ then set a timer for 10 minutes and begin activity

○ monitor students while completing this process, help each group observe the

apples

● YOU DO

○ students will begin activity and open apples to observe

○ group 1 will deliver apples first to group 2

○ after the 10 minutes are up group 2 will put the apples back together and

deliver them to group 1 for another 10 minutes

○ after activity is over: “Great job everyone! That was such a fun activity and you

all did an amazing job. Please return to your seats so that we begin the

worksheet.”

○ Collect apples and worms

○ Pass out Apple and Worm Worksheet

○ Have students complete worksheet

○ Walk around and help if students need it

○ collect apple and worm worksheet

Closure/Summarizing Strategies:
● “Great job today students! You all did a really amazing job with today's lesson. I'm
really excited to look over your worksheets and see what you have written down. I am
going to pass out some gummy worms for you all, and you may eat it while we watch
a video on some examples of invasive species, that will tie into tomorrow's lesson!
● Pass out gummy worm packets to each student
● Play video
● After video ask students to give a thumbs up if they understand how invasive species
can be introduced and a thumbs down if they are still unsure

Accommodations/Differentiation:
● For a student with a learning disability I will provide to them a copy of the powerpoint
in notes for them to follow throughout the lesson

Materials/Resources:
● Relocation Of Invasive Species Powerpoint
● Apple and Worm Inquiry Sheet
● Gummy worms
● Apple
containers
● Doc Cam
● Video
● Writing utensil

https://www.nationalgeographic.org/encyclopedia/invasive-species/
ttps://youtu.be/HAY_UsGjyZkh
http://wordcentral.com/elementary/
https://www.dcnr.pa.gov/Conservation/WildPlants/InvasivePlants/Pages/default.aspx
https://www.nationalgeographic.org/activity/introduction-invasive-species/
https://www.invasivespeciesinfo.gov
https://www.nationalgeographic.org/encyclopedia/invasive-species/#:~:text=Introduced
%20species%20multiply%20too%20quickly%20and%20become%20invasive.,on%20the
%20island%2C%20endangering%20the%20local%20bird%20population.

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts