Kristen Morris

Indiana Wesleyan University

Elementary Education Lesson Plan Template
Science
2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)Students will observe and identify the stages of life of a frog.
B. Objective(s) Using the life cycle of a frog, students will observe the differences during
stages of life in order to better understand animals and how they grow.
C. Standard(s):
a. 1.LS.1 Develop representations to describe that organisms have unique and diverse
life cycles but all have in common birth, growth, reproduction, and death.
II. Materials
a. Lia the frog
b. Pictures for picture plate & sort
c. PowerPoint
d. Paper plates
e. Glue
III. Anticipatory Set

Good morning students! I am so excited that I get to teach you today! Before we begin, I
want to go over our listening trick that we practiced a couple weeks ago when I taught. So
when I say eyeballs I want all of you to show me what you are supposed to do. Ready?
Eyeballs! Expect all students to say snap! and get quiet. Very good! Lets keep that in
mind during our lesson today.

So today I brought some very exciting tools with me that we are going to use in order to
learn a little bit more about our friend Lia. First I have a fun activity I want to do with all of
you and it actually involves our friend Lia! (The class pet frog). I brought some paper for
each of you and I would like you all to simply look at Lia from where you are and make a
prediction about what you think Lia looked like as a baby. Just make a guess. What does
she look like now? Try you best to either draw what you think she looked like, or if you want
you can even write about it.

Alright students! Now that you are finished I would like each of you to take turns at your
groups and share your pictures of Lia. Make sure you tell your group why you think Lia
looked like this as a baby.

Give students time to share.

Purpose: Today we are going to use our friend Lia in order to better understand the life cycle
and how it applies to us.

PLAN FOR INSTRUCTION

Use major concepts, principles, theories, and research to construct learning opportunities that support
students development, acquisition of knowledge, and motivation.
(ACEI 1.0)
IV. Adaptation to Diverse Students
a. Peyton and Paxton I will prompt Peyton and Paxton to draw their pictures rather than
write their observations. They often can verbally express what they are thinking but
often get distracted when writing.
b. Mady Since the observations are open ended, I will prompt Mady to make deeper
observations of the animals.
(ACEI 3.2)

V. Lesson Presentation (Input/Output)

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 Now I would like all of you to put your drawings of Lia to the side of your desks. On each of
your desks there are 4 pictures that are all paperclipped together. I would like you to unclip
those and flip them over. Each of these photos represent a different stage in a frogs life. I
want each of you to give your best guess at which order these photos go in. Just like
humans, frogs start as babies and eventually grow into adults. I want to see your best
guess and which order these pictures go in.

Give students time to complete this.

PowerPoint - Go through PowerPoint in order to give correct answers.

Okay, now that you have guessed, I am going to show you the correct answers! I am going
to show you one stage at a time on the board. When the stage comes up, hold up the
picture that you think goes with that stage. As I get to each stage I will explain a little bit
about that stage so you can make your best guess. Lets start with the first one.

Stage 1: During this stage, the frog is in an egg-like form. The egg is tiny and feels like
jelly. Which picture do you think represents this stage?

Stage 2: During this stage, the frog looks more like a fish. The frog during this stage is
called a tadpole The tadpole has a tail and lives in the water. Hold up which picture you
think represents this stage.

Stage 3: During this stage, the frog looks less like a fish and more like a frog. It is called a
froglet during this stage. The froglet has legs and its tail is starting to get shorter. Hold up
which picture you think represents this stage.

Stage 4: During this stage, the frog is a fully grown frog or an adult frog. The frog lives on
land and in water and the frog uses its legs to hop on land.

Whats very important to know about life cycles and stages and that they never stop
repeating. We could almost say that they go in a circle. Once a frog is an adult, that adult
frog lays eggs and the cycle starts all over again!

(ACEI 3.3)
VI. Check for understanding. How do you know students have learned? What strategies will
you implement if all students have not met lesson outcomes? Employ one or more
strategies to determine student learning.

For our last activity, we are going to make a craft. I have given each of you, your pictures
of the stages. We are going to keep our stages in order and glue them on this paper plate
that I have given you. Once we have them glued on we are going to be able to see that the
cycle of a frogs life goes in a circle. Once they are adults, they lay eggs and the cycle
repeats itself. I am going to give you your materials and you can find a spot around the
room with your partner to work on this project.

Pair students up to go work ok this around the room in pairs. Give students time to
complete this activity.

VII. Review learning outcomes / Closure

Very good job students! I like how all of you stayed on task during your activity. I would to
have a couple volunteers hold up their pictures and tell us about their drawing of Lia and how it is
different than the picture on our plates. We will do one stage at a time.

Do this with several students until all answers are reviewed.

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PLAN FOR ASSESSMENT
Formative Assessment: The paper plate will give me an understanding of where my students
are with the material.
Summative Assessment: Summative assessment will come in the form of their standardized
test in science, or their expansion of life cycles in other grades.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did I give my students enough time to finish their activities? Did I give them too much time?
8. Did my lesson challenge them too much or just enough that they learned something
valuable?

Revision Date: September 12, 2016

2007 ACEI Standard

3
 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Science
Needs Improvement Emerging Competent 3 Outstanding 4
1 Competence 2
Lesson objectives are Lesson objectives are The lesson plan The lesson plan
poorly written and/or correlated with contains objectives contains clearly stated
have little or no learning goals and that connect goals content objectives.
Goals connection to learning standards. The and standards with Objectives are
Objectives goals or standards. connection between lesson activities and logically connected to
Standards Little connection objectives and lesson assessments. appropriate goals and
exists between activities and standards and are
objectives and lesson assessments is weak consistent with lesson
activities and or unclear. activities and
assessments. assessments.
The anticipatory set is The connection The anticipatory set is The anticipatory set
missing or has little or between the clear and direct and connects the current
no connection to the anticipatory set and focuses students lesson with previous
Anticipatory goal or content of the lesson objectives and attention on the and future learning
Set lesson. content is weak or lesson. and focuses students
unclear. minds and attention
on the days lesson.
The statement of A statement of The statement of The statement of
purpose is ambiguous purpose is included in purpose is clearly purpose has the
or worded so the lesson, but has connected to the power to capture the
generally that the little power to content of the lesson imaginations of
Purpose
connection with the motivate students and and is presented in students and motivate
content of the lesson capture their terms that are easily them to accomplish
is not apparent. imaginations. understood by the expected learning.
students.

Readiness

Instructional Technology

The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and
skills as they apply to specific content and pedagogical knowledge, assessment practices, and
student achievement. The selection of appropriate technological tools reflects the candidates
ability to make sound instructional decisions that enable all students to achieve the expected
outcomes. INTASC 6.i, 8.g, 8.o

Plan for Instruction

Needs Improvement Emerging Competent 3 Outstanding 4
1 Competence 2
Few or no instructional Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are opportunities are
included. Any provided in this provided in this provided in this lesson
instructional lesson; however, they lesson. The that demonstrate the
Adaptation
opportunities are not are not adapted to opportunities are candidates
to Diverse
developmentally diverse students. developmentally understanding of how
Students
appropriate or appropriate and/or are students differ in their
adapted to diverse adapted to diverse development and
ACEI
students. students. approaches to
Standard
learning. The
3.2
instructional
opportunities are
adapted to diverse
students.
Lesson The lesson plan The lesson plan The lesson plan The lesson plan
Presentatio demonstrates a lack demonstrates an demonstrates demonstrate a broad
n of understanding of emerging understanding of the understanding of the
the fundamental understanding of the fundamental concepts fundamental concepts
Science concepts in the areas fundamental concepts in most of the areas of in all four areas of
ACEI of physical, life, earth, in the areas of physical, life, earth, physical, life, earth,
Standard and space sciences. physical, life, earth, and space sciences. and space sciences.
2.2 and space sciences.
 The candidates The candidate The candidate designs
science lesson is not The candidates demonstrates the strong, aged-
age appropriate. He lesson is somewhat ability to design age- appropriate lessons,
or she does not use age appropriate. He appropriate science including a variety of
the inquiry process or she does not use lessons. ways to teach science
appropriately in the inquiry process (structured, guided,
lessons. skillfully in lessons. The candidate uses open-ended inquiry,
the basic elements of etc.).
The lesson does not The candidates uses inquiry in his or her
convey the basic some elements of lesson design. The candidate
elements of the inquiry in his or her successfully designs
nature of science to lesson design. The lesson conveys multiple ways to use
students. the basic elements of inquiry (structured,
The candidates the nature of science guided, open-ended,
lesson conveys a to students. etc.) in their lessons
limited understanding to teach the
of the basic elements fundamental concepts
of the nature of of science.
science to students.
The lesson contains
information enabling
students to develop
understanding of the
nature of science.
The lesson The lesson The lesson The lesson
Lesson presentation does not presentation includes presentation includes presentation includes
Presentatio encourage elementary little provision for at least one teaching a variety of teaching
n students students strategy that strategies that
development of development of encourages encourage elementary
ACEI critical thinking and critical thinking and elementary students students
Standard problem solving. problem solving. development of development of
3.3 critical thinking and critical thinking and
problem solving. problem solving.
Little or no provision is A guided practice The lesson plan Plans to check for
included to check for section is included in includes a plan and student understanding
student understanding the lesson plan, but the means to check of the content are an
or to reteach concepts the connection with for student integral part of the
Check for that elude students the lesson understanding of the lesson, and include
Understand during the initial presentation is weak lesson. A provision is frequent questions
-ing presentation. and/or unclear. included to reteach all and other actively
or part of the lesson engaging forms of
to all or part of the formative assessment
class. during guided
practice.
Lesson closure is not Lesson closure is Lesson closure relates Lesson closure is
included, or is not weak and/or poorly directly to the lesson clearly correlated to
Review
related to the goals written. purpose and/or the content of the
Learning
and/or content of the objective. lesson and actively
Outcomes
lesson. engages students in
summarizing the
Closure
essential elements of
the lesson.

Plan for Assessment

Needs Improvement Emerging Competent 3 Outstanding 4
1 Competence 2
The lesson plan does Assessment activities A plan for formal and Formal and informal
Formal and not include are included in the informal assessment assessments
Informal assessment activities, lesson, but they are throughout the lesson strategies are a
Assessment or there is little or no not well correlated to is included. The seamless and
correlation between and/or do not cover assessment strategies integrated part of the
ACEI 4.0 planned assessment the full range of LP are uniquely designed lesson. The
activities and lesson goals and objectives. for the students. assessments are
goals and objectives. The assessment highly correlated to
Any assessments strategies do not the learning objectives
included are not promote development and promote
developmentally of each student. continuous
 appropriate for the intellectual, social,
students. emotional, and
physical development
of each student.

Self-answer questions Self-answer questions The lesson plan Additional self-answer

Reflection
are not included in the are included, but do includes all required questions are included
and Post-
lesson plan. not fit the content or self-answer questions. that specifically
Lesson
purposes of the address unique lesson
Analysis
lesson. content and
methodology.

Lesson Plan Summative Assessment

Element Score
Goals Objectives Standards
Anticipatory Set
Purpose
Adaptation to Diverse Students
ACEI 3.2
Lesson Presentation
ACEI 2.2
Lesson Presentation
ACEI 3.3
Check for Understanding
Review Learning Outcomes Closure
Formal and Informal Assessment
ACEI 4.0
Reflection and Post-Lesson Analysis

Total Score

Note to faculty
When used for submission in methods course, include data for ACEI
standards on collaborative site.
When used for student-teaching admission, all of the following apply.
Passing total score = 30/40
No individual element score < 2
Signed by faculty

Culminating Assessment
Needs Improvement Emerging Competent 3 Outstanding 4
1 Competence 2
Developmen The candidates lesson The candidates lesson The candidates lesson The candidates lesson
t plan suggests he or plan demonstrates a plan demonstrates plan demonstrates
Learning she does not limited understanding understanding of the that he or she fully
Motivation understand the major of the major concepts, major concepts, understands all of the
concepts, principles, principles, theories, principles, theories, major concepts,
ACEI 1.0 theories, and research. and research. and research and uses principles, theories,
them in planning. and research and uses
The candidates plan He or she designs them effectively in
does not provide lessons with minimally He or she designs planning.
opportunities to appropriate learning appropriate lessons
support students opportunities. with adequate learning He or she includes
development, opportunities that learning opportunities
acquisition of acknowledge students that support students
knowledge, and development, development,
motivation. acquisition of acquisition of
knowledge, and knowledge, and
motivation. motivation.
Culminating Assessment Score: _________