Tamanaha Taylor Sciencelessonplan 10142018 1

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Lesson Preparation Information
Preparation Tasks Teacher Candidate

1. Write the date of your formal observation. October 2, 2018
Double check that you have signed up for an
observation on the Google calendar.
a. Write the date of when you need to September 25, 2018 - But I asked for an extension prior to
provide a lesson plan draft to your due date.
Field supervisor.
2. Write down the dates of when you and your We did discuss my lesson plan, but it was sometime in
mentor teacher discussed the lesson plan. August so I do not remember.
3. Write down the date of when you “sent” or September 25, 2018
“printed” a draft of your lesson plan for your
mentor teacher.
4. Write the names of students who do not have N/A
an approved video media release form
(disregard if you do not need to videotape).
5. If you are teaching the lesson outside of the N/A My lesson will be taught in the classroom for the
classroom, did you coordinate with your entire duration of the day.
mentor teacher and other faculty about the
use of space? What is your back up plan if
this space becomes un available that day?
(e.g., you might want to teach outdoors but
the weather forecast is rain for that day)
6. Does your lesson plan include: *If you answered yes to any of these prompts, be sure
● any text that students will read? to include these items in your lesson plan. If there isn’t
● a teacher assessment tool to measure a copy, your lesson plan may be returned without
students learning based on the standards review. Did you include these items?
and benchmarks?
● activity sheets that students will use in Yes, this worksheet will be inserted below with a
the lesson? completed sample.
● A completed copy of your teacher sample
of the student activity sheet?
7. Describe any parts in the lesson that you N/A - Asked for an extension and got feedback from
would like more guidance with in planning. mentor teacher as needed via text, and verbal
*NOTE: the amount of feedback/suggestions communication.
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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
computer
you receive from your field supervisor and/or

mentor are contingent on your submittal of
the lesson plan draft by the specified 7
working days prior to observation.
First Name Last Name Email Date and Time

Taylor Tamanaha ttamanah@hawaii.edu October 2, 2018
8:15am - 9:45am
(Including 30 minutes to
debrief)
Semester and Year Grade Level Subject/Content Area Lesson Duration
Fall 2018 Third Grade Science 1 Day
1 Hour
Title
Introduction To Adaptations
Overview
A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the
skills and knowledge are important for students to develop. Include prerequisite student knowledge required
to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)
During this lesson, the students will learn about how, and why different organisms adapt to their habitats. We
will start off the lesson by going over our learning target, learning the academic vocabulary, watching a video
about adaptations, going over examples of adaptations, having the students come up with their own
adaptations for various animals, a short experiment with gloves and water, and then our last activity will be a
short checkup where the students will come up with one or more adaptations of a fish to demonstrate their
understanding of the content knowledge. To close the lesson, we will reviewing our learning targets for the
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day, along with going over why it is important to learn about adaptations.
Enduring Understanding(s) Essential Question(s)

Important ideas or processes for the students to Promote inquiry to discover the enduring
explore and uncover understanding(s)
(1a: Demonstrating Knowledge of Content and (1a: Demonstrating Knowledge of Content and
Pedagogy) Pedagogy)
How do living things adapt to their habitats? Commented [Office2]: This is a nice broad essential
The students will understand that organisms need to question.
adapt to their habitats in order to survive. When the
students become adults, there is a possibility that
some may go into the career option of becoming a
fisherman, zoologist, farmer, or scientist. If they were
to enter any of these career fields, it would definitely
be important for the students to have knowledge about
adaptations so they know how to work with these
organisms. Commented [Office1]: Nice connections within your
enduring understanding.
Content Standard(s)
Standardized statements about what the students should know or be able to do (i.e., The Common Core State
Standards (CCSS) or Hawaii Content & Performance Standards III) that align with the enduring
understandings, essential questions, and student learning objectives.
(1c: Setting Instructional Outcomes)
NGSS.3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive
well, some survive less well, and some cannot survive at all.
I can explain why living things can, or cannot live in a habitat.
Knowledge of Students Commented [Office3]: You have clearly considered

previous academic experiences your students have
A description of 1) studentsʻ current level of understanding and experiences with the content in the lesson had that will add to this lesson. I encourage you to also
and 2)the students’ interests, unique characteristics, and needs. (1b: Demonstrating Knowledge of consider their personal interests – what do they like to
do, do they have an interest in animals, do they work in
the school garden or personal gardens, etc.
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Students)
Content knowledge and skills: The students should already know the academic vocabulary (listed below)
being used in this lesson. However, I will be reteaching all of the academic vocabulary because we have
many ELLs in our classroom.
Prior academic performance: The students have recently been taught about the life cycle of plants and
animals. Adaptations are relatable to life cycles because it discusses the parts of plants and animals that are
adapted in order to help the organism survive. However, when I do this lesson, I will not discuss what they
learned about life cycles because I don’t want to confuse the students.
Student Learning Objectives/Instructional Goals

What the students are expected to be able to do and/or to know by the end of the lesson or by the end of
multiple lessons.
(1c: Setting Instructional Outcomes)
The students will be able to identify and explain why one or more parts of a plant and animal are adaptations.
Application of skills and strategies

(Briefly describe what skill and strategies will be used by students to learn the benchmark)
Skill Strategy
(a learning behavior that is (Techniques that will help students learn the skill)
intended for students to do
automatically)
Listening The students can practice listening by keeping their eyes and ears on the
speaker.
Drawing The student can practice drawing by picturing what they want to draw in
their head. (Thinking BEFORE Doing)
Student Assessments
Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how
the students have met the student learning outcomes including the evaluation criteria (summative
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assessments) and all assessment tools. (1f: Designing Student Assessments)

The students will complete an exit slip where they will be answering the prompt: Draw and label one or more
examples of an adaptation that a fish has. Explain how this adaptation helps the fish survive. (NGSS.3-LS4-
3) The teacher formative assessment used to measure student learning is a rubric. There will not be a Commented [Office4]: Include that rubric here to think
summative assessment. through what it is that you will look for in their drawings
and explanations and how this relates to the standard
identified. Thinking through this before you plan your
lesson, helps shape the lesson design because you
have a good sense of the outcome you want students
Academic Language Demands and Supports to come to.
The ways that students will be required to use content area language during the lesson and the instructional
strategies to be used to help the students to meet the language demands. (1a: Knowledge of Content and Commented [Office5]: You have thought through the
Pedagogy; 1b: Knowledge of Students) academic vocabulary needed for this lesson. I
encourage you to consider other academic language
demands that students might encounter as well. For
Academic vocabulary: example, to explain how an adaptation helps an animal
survive is an academic language demand. Writing an
● Adaptation - “Any characteristic that helps a plant or animal survive”. (Stemscopes, 2018) explanation supported by evidence and reasoning can
● Environment - “The space and all living and nonliving things around an organism”. (Stemscopes, be supported through modeled writing, sentence
2018) frames, etc.
● Habitat - “A place where an animal or plant lives”. (Stemscopes, 2018)
● Organism - “A single, self-contained, living thing.” (Stemscopes, 2018)
● Survive - “To remain alive and in existence”. (Stemscopes, 2018)
Language Supports:
There will be a vocabulary chart with pictures, along with the meanings of these words posted in the front of
the classroom. We will be reviewing these words as a class at the beginning of the lesson.
Lesson Procedures
A description of the sequence of learning experiences (what the teacher will do and say and what the
students will do during the lesson) including the launch of the lesson, the ways the materials will be
presented, the ways the students will actively engage in learning, the questions posed, and the lesson closure.
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)
Use GRR model provided below OR content specific lesson framework (5E model, IDM etc.)
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Lesson Procedures:Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses
clear steps that convey the use of multiple strategies, supports, and resources and 2) list opportunities offered
for multiple modes of participation
Keep in mind that each lesson may not have all of the GRR Instructional components and add/delete rows if
adapting). Be specific, write what you plan to say and include examples of what you will do. Start with an
action verb.
CORRECTLY NUMBER BULLET EACH STEP in one numeral sequence (e.g., 1, 2, 3). Use letters if
there are substeps (1a, 1b, 1c)
Instructional Sequence of Activities
component
Classroom I say “1, 2, 3, eyes on me”! The students reply “1, 2 eyes on you”!
management attention
getter
1. ENGAGE ● Tell the students to come to the floor with all of the items listed on the
(4 Minutes) whiteboard.
Say “I will give you three minutes to come to the floor with your
whiteboard, expo pen, and paper towel. When you come to the floor, put
those items down in front of you.”
● Introduce lesson. Commented [Office6]: You have provided a good

opening for your lesson. In the Engage portion of the
5E model, you also want to engage them with a short
Say “Today we are going to be doing a science lesson about adaptations. hands-on experience that gets them thinking about the
All living things adapt to their habitats in order to survive. We are going concept. For example, I might say something about it
to start off today’s lesson by going over our learning target.” being hot and having to take off my sweater and then
asking students some things they do when they are
really hot to cool off.
● Review learning target. Commented [Office7]: Students learn vocabulary best
when they can “hook” it onto an experience they had.
Say “repeat after me… I can explain why some living things can, or In science, rather than front loading vocabulary, we
allow students to Explore a concept first, and then help
cannot live in a habitat.” them connect the academic language to the experience
they had and their own language. Vocabulary is
2. EXPLORE ● Go over the academic vocabulary. formally introduced in the Explain phase of the 5E
model.
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(14 Minutes) Say “Now we are going to go over our academic vocabulary. Repeat after
me.” (Vocabulary word: adaptation, environment, habitat, organism,
survive... then definition)
● Tell the students that we will be watching a short video about adaptations.
While I set up the projector, tell the students to turn and talk with a
partner and try to guess what is one example of an adaptation for an
animal of their choice.
Say “We are going to be watching two videos that explain to us, and give Commented [Office8]: Consider the 5E model and
us examples of what adaptations in animals are. While I setup the video, where the role of “explain” belongs.
turn and talk with a partner and try to guess one adaptation for any animal
you want to pick. When the videos play, pay close attention because I will
be asking you questions to see if you are focused. Keep in mind that the
video will be using some of our vocabulary that we just went over. If you
forget the meaning of these words, look up at the vocabulary words, with
their pictures and definitions to refresh your memory.”
● Play both videos. Monitor students throughout the entire duration of the Commented [Office9]: Include those videos here in your
videos. lesson plan.
● After playing the two videos, put up a picture of a duck on the elmo. Tell
the students to turn and talk with a partner about what is one example of
an adaptation that a duck has.
Say “Look at this picture of this duck. Just from looking at this picture I
want you to think about what you notice about this duck’s habitat?
Remember, a habitat is where an animal lives. Then, I want you to think
about one example of an adaptation that this duck has. When you have
your answer I want you to turn and talk with your partner and share your
thoughts. Be ready to explain why your answer is an adaptation.”
● Have a discussion about the student’s discoveries.
3. EXPLAIN ● Model and tell the students how to use a whiteboard to draw an adaptation
(2 Minutes) for the next activity.
Say “ For our next activity, we will be using our whiteboards. I will model
how we will be using our whiteboards first, then we will try it in partners.
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We said that ducks have adaptations such as ____. On my whiteboard, I

will be drawing the part of the duck that is an adaptation and labeling it. If Commented [Office10]: It would be helpful to include an
you want, when you do this activity you may draw the entire plant or example of what you might draw here – anticipate how
you think students will respond to the prompt about a
animal, just keep in mind that this drawing does not have to be perfect, it duck’s adaptations in order to include this. This level of
is just a sketch.” detail allows somebody else to pick up your lesson and
teach it as you had planned.
4. EXPLAIN ● Put up a picture of a dolphin on the elmo, and tell the students to draw
(20 Minutes) and label an adaptation of a dolphin. After the students finish their
drawing and labeling, tell the students to show their whiteboards. Then,
share exemplary student work to start a class discussion. If the students
have a hard time, repeat the previous step of modeling the expectations.
● Put up a picture of a polar bear on the elmo, and tell the students to draw
and label an adaptation of a polar bear. After the students finish their
drawing and labeling, tell the students to show their whiteboards. Then,
share exemplary student work to start a class discussion.
Say “Now, you will try to do the activity with your partner. Here is a
picture of a (dolphin or polar bear). I want you to look at the habitat of Commented [Office11]: Since they did these two
this animal and think about what adaptations this animal may have and animals already, I wonder if it would be helpful to
change the animal. This would allow them further
how this characteristic helps the animal to survive. When you are finished, practice with this idea and allow you to see who is able
draw and label your answer on your whiteboard and share it with a to do this at a more independent level and who is not.
partner. Be ready to explain why your answer is an adaptation.”
Say “Good effort! I like how I saw _______ and _______. Now, please
show me all of your whiteboards. All of you did a great job. I wanted to
show _______’s work because I like how she drew and labeled her
adaptation with accuracy.”
● Put up a picture of a sunflower on the elmo, and tell the students that we
will now be drawing and labeling an example of an adaptation of a
sunflower. Explain that although we did not go over adaptations in plants,
we will be attempting to guess the adaptations in a sunflower by thinking
about its habitat, and parts.
Say “For our next activity, we are going to look for adaptations in a
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different type of organism, plants. Remember, a plant is an organism

because it is a living thing! Looking at this picture of the sunflower, I
want you to think about the habitat the sunflower is in, along with the
different parts of the sunflower to come up with an adaptation of it. When
you come up with your adaptation, draw and label it on your whiteboard,
and share your answer with your partner. Be ready to explain why your
answer is an adaptation.”
5. ELABORATE
● Tell the students to get into their table small groups.
(6 Minutes)
Say “During our next activity, you will need to be in your table small
groups. When I say to, gather all of the things you brought to the floor, go
back to your desks, and put these items away. When you get to your desk,
you will notice a small pale of water, and one glove for each person. Do Commented [Office12]: pail
not touch any of those items until I say so. I will give you three minutes.
Go.”
● Model and explain the activity to the group.
Say “Thank you for moving so quickly. Let’s go into our next activity.
For this activity you will be sticking your hands into the water to see how
the glove acts as an adaptation. First, start off by putting on your glove.
One hand should be bare with no glove, while the other hand has the
glove. Now, keeping in mind that the glove is a form of an adaptation,
think about how it feels different to stick your bare hand into the water, Commented [Office13]: It might be helpful to compare
compared to sticking the hand with the glove in the water and why it feels the glove to an animal that has a layer of fat and lives
in cold environments, so students can make a
this way. Go ahead and take turns sticking both hands into the water. connection between the model they are using and real
There should only be one person’s hands in the water at a time. life.
● Tell the students to share their observations with the other members of
their group.
Say “When you are finished sticking your hands into the water, talk with
your group members and share what you noticed. I also want you to talk
about why you think the glove is a form of an adaptation. Be ready to
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share your answers with the rest of the class.”
● Have a discussion about the student’s discoveries. Commented [Office14]: Include the prompts or
questions you will use to facilitate this discussion.
6. EVALUATE ● Put up a picture of a fish on the elmo. (While putting up the picture and
(12 Minutes) completing the next steps, the students can stand up and stretch.) Draw a
picture of the index card in the shape of a rectangle on the whiteboard
(students will use to complete formative assessment). Pull Ron, Gambit,
Hannah and Erik for small-group help. Tell the students that they will be
doing a short checkup to see how well they understand the information.
Read the question to the students, and tell them how to format their index
cards.
Say “We are now going to be doing a short checkup to see how well all of
you understood the lesson from today. First, I want you to take out the
index cards from your black tray. There should be one for each person.
When you get your index card, I want you to write your name on the top
right hand corner of the paper. If you forget where the right hand corner
is, look at my drawing on the whiteboard. After you finish writing your
name, you are going to be answering the prompt: Draw and label one or
more examples of an adaptation that a fish has. Explain how this
adaptation helps the fish survive. Remember, an adaptation is anything
that helps a plant or animal survive. The question is basically asking to
think about what does a fish have that helps it to survive? Think about the
habitat the fish is in. When you are finished with your checkup, make sure
you go over the Quality Work checklist, and put your index card back into
the black tray. I will give you about 10 minutes to complete your index
card so we can close our lesson. If you do not finish your index card,
please stay in for recess for a few minutes to finish it.”
7. Monitoring Plan Behavior Management:

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In our classroom, we have a green, yellow, and red light behavior chart that I will
make sure to utilize. If a student is misbehaving their pin is moved to yellow. If
they continue to misbehave then their pin is moved to red, and the student loses
recess time. They also could potentially have a note sent home to parents in their
planner.
Content Management:
I can foresee the students having a difficult time understanding the instructions
for the whiteboard activity, and formative assessment because there are multiple
steps in each. If I see that many of the students are having a hard time completing
the activity, or their index cards, I will make all of the students stop what they are
doing. Then, I will ask the students to share the directions step by step. I think
this will not only help the students to review the directions, but also to understand
it better because the students have a way of sharing that is much more kid-
friendly. If there are no students that are able to say the instructions, then I will
repeat the instructions and have the students restate and/or revoice what I said.
Then I will do a quick thumbs up, thumbs down formative assessment to see how
well the students think they are prepared for the activity. While the students work
on their whiteboard activity, and/or formative assessment work with the small-
group of students for the first couple of minutes, then spend the rest of the time
walking around the room to see how the rest of the students are doing. Make sure
to ask each table group if they have any questions.
8. Closure ● Review the “I Can” statements of the day by having the students repeat
(2 Minutes) after me.
Say “We are almost done with today’s lesson. All we have left to do is to
review our “I Can” statements of the day, and then we are going to go
over why it is important to learn about adaptations. With that being said,
let’s review our “I Can” statements of the day. Repeat after me, I can
explain why living things can, or cannot live in a habitat.”
● Tell the students why it is important for them to learn about adaptations.
Say “Before I tell you, can anyone share why they think it might be
important to learn about adaptations?” (If no one answers say “It is
important to learn about adaptations because someday some of you might
be scientists, zoo keepers, fishermen, farmers… etc. In order to do all of
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these jobs, you must have a good understanding of plants and animals,
and what they have that helps them to survive.”)
Differentiation According to Students’ Needs

Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment
tasks to ensure that all students (e.g., students who have IEPs/504 plans, students who are speakers of other
languages, students who have advanced or emergent proficiency with the content and concepts) have access
to and are able to engage actively in the lesson.
(1b: Knowledge of Students;1e: Designing Coherent Instruction)
Use the table below to address specific student needs in your classroom.
UDL Proactive Differentiated Instruction

Intentional instructional activities in place to minimize the need for future RTI.
Category Type of Proactive Differentiated

Instruction
Representing This lesson will include visual, auditory, and kinesthetic activities and supports for
Content the students so they have multiple opportunities to understand the content.
Engaging Student The activities in this lesson are very fun and catered to the students interests. For
Interest example, during the lesson the students will be able to use whiteboards to draw their
adaptations. I know that they will find this part of the lesson fun!
Demonstrating The formative asks for the students to draw and label an example of an adaptation
Learning of a fish, along with explain how that adaptation will help the fish to survive in its
habitat (the ocean). They have multiple ways to show me their understanding of the
content knowledge.
The students that I think will have a difficult time understanding the instructions,
and completing the assessment will be pulled into small groups. (Ron, Gambit,
Hannah, and Erik)
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Cultural N/A
Considerations
Instructional Materials/Resources
All materials, handouts, resources, and technology tools that are needed to execute the lesson. (1d:
Demonstrating Knowledge of Resources)
Resources:
● STEMSCOPES, 2018
Materials:
I will need:
● White board
● Expo Pen
● Expo Pen Eraser
● Laptop
● Speaker
● Elmo
● Printout of Academic Vocabulary
● Internet Access
● Small Pale of Water
● Glove
Students will need:

● White Boards
● Expo Pens
● Paper Towels
● Index Cards
● Pencils
● Small Pale of Water For Each Table (4 Tables)
● Gloves (1 For Each Student)
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Additional Lessons
Link to CDF 1a: Demonstrating Knowledge of Content and Pedagogy

Link to CDF 1e: Designing Coherent Instruction
Write a short description (3-5 sentences) of 2 additional lessons that would go along with your lesson (come
before or after) to develop a short unit/sequence of learning activities.
This lesson plan would be the first lesson. For the following lesson, I think it would be a great idea to
review our formative assessment as a warm up discussion. Then it would be cool to do an experiment where
the students use chopsticks to pick up M&M candies from cups. We would follow this activity with a
discussion where the students would guess what the adaptation is, and what animal it could belong to. The
chopsticks would represent bird beaks, while the M&M candies would represent the food for the bird. (Birds
need their beaks to eat, and they need to eat in order to survive.)
For the last lesson, I think it would be a cool idea to have the students create their own adaptation for any
animal to make a habitat that they wouldn’t normally be able live in, liveable. For example, if they wanted a
giraffe to be able to survive in the ocean, they could give the giraffe some fins and gills as adaptations. The
students could create their own animals with adaptations using magazine clippings, and/or drawings. I think
this would be a great lesson because the students would be able to apply what they learned in the introduction
lesson, along with the second lesson while integrating art; which is a subject they have fun doing!
Lesson Plan Reflection (if lesson is carried out)

An analysis of the effectiveness of the lesson (what worked well? what did not work as well?) in terms of
student learning and the extent to which the instructional outcomes were achieved based on specific evidence
from the lesson and references to evidence-based practices and theories of student learning. A description of
how you will use what you learned from reflecting on this lesson in your future teaching.
(4a: Reflecting on Teaching)
Use Reflection Template
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Teacher Assessment Tool
Well Below Developing Proficiency Meets Proficiency Exceed With Excellence Commented [Office15]: I see your rubric here.
The student does not The student attempts the The student is able to The student is able to
attempt the assignment. assignment, but is unable draw and label one draw and label more than
to draw and label one correct example of an one correct example of an
correct example of an adaptation of a fish, and adaptation of a fish, and
adaptation of a fish, and can explain how the can explain how the
cannot explain how the adaptation helps the fish adaptation helps the fish
adaptation helps the fish survive. survive.
survive.
Student Assessment Data Table
Students’ First Name NGSS.3-LS4-3

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Emergent Proficient Advanced
Standard(s)/ benchmark(s) Appropriate standard(s)/ Appropriate standard(s)/

(physical, life, earth/space science, benchmark(s) (physical, life, benchmark(s) (physical, life,
Outcomes engineering), learning objective(s), earth/space science, engineering), earth/space science, engineering)
and essential question(s) have been learning objective(s), and essential have been identified. Learning
48/50 identified but are not appropriate or question(s) have been identified. objective(s), and essential question(s)
aligned. Connections to other Connections are made across clearly align with the standard(s).
standards and to students’ prior standards and to students’ prior Meaningful connections are made
CDF learning and assets do not align or learning and assets. across standards and to students’
Components are incomplete. prior learning and assets.
1a, 1b, 1c (0-39 points)
(40-44 points) (45-50 points)
Assessment to be administered and Adequate description of Clear description of assessment to be

criteria are not clearly described or assessment to be administered administered provided, including
Assessment do not align with standard(s)/ provided, including specific accommodations and
objective(s). Level of performance accommodations and feedback. feedback. The assessment task
44/50 focuses more on the activity than The assessment task aligns with clearly aligns with the lesson
student understanding of the the lesson objective. The level of objective. The level of performance
science concept. performance reflects students’ aligns with science concepts related
CDF understanding of science concepts. to the standard(s) and reflects
Components students’ understanding of science
1c, 1f concepts. All components of the
section are thoughtfully detailed.
(40-44 points)
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Academic Academic language demands are Academic language demands are Academic language demands, beyond
Language not identified and/or do not align identified and strategies/supports vocabulary, are clearly identified.
Demands and with the lesson and/or are identified to address those Student needs related to those
Supports strategies/supports are not provided demands. demands are addressed, and
or aligned. appropriate instructional
17/20 strategies/supports are identified to
address those demands
CDF
Components (18-20 points)
1b, 1c
Instruction does not follow an inquiry An inquiry approach, using the 5E An inquiry approach, using the 5E
based approach, using the 5E model, is used and includes age model, is used and incorporates age
model of learning. Instructional appropriate instructional activities appropriate instructional activities that
activities do not engage students in that engage students in hands-on engage students in multiple hands-on
Lesson hands-on learning experiences or experiences and follows a experiences. The approach follows a
Procedures are more direct in nature. The constructivist model of learning. constructivist model of learning.
activities do not align with the Activities align with the identified Activities clearly align with the
40/75 standard(s). The sequence of standard(s). The sequence of identified standard(s). The sequence
activities do not proceed in a activities scaffolds learning and of activities are meaningful and
CDF developmentally appropriate promotes the doing of science provide a developmentally appropriate
Components manner or promote the learning of rather than the learning of facts. sequence that promotes the doing of
1a, 1d, 1e facts. science rather than the learning of
facts. Enough detail is included to
allow someone else to teach the
lesson in the same manner.
(0-59 points)
Differentiation Supports and/or interventions are Appropriate supports and/or Multiple, appropriate supports and/or
not evident or are unclear. interventions are put in place to interventions are put in place to meet
22/25 meet the needs of students who are the needs of all students who are
(0-19 points) culturally diverse or have culturally diverse or have exceptional
exceptional needs. needs.
CDF
Components
1b, 1c (20-22 points) (23-25 points)
Description of Additional lesson description(s) are Two additional lessons are Two additional lessons are described.
2 Additional missing and/or do not align with the described. Lessons are based on Lessons are based on an inquiry
Lessons standard(s) and/or do not develop a an inquiry approach and align with approach and flow with the original
20/20 unit around one concept. the chosen standard(s). lesson to provide a developmentally
appropriate sequence of learning
CDF (0-15 points) (16-17 points) aligned with the chosen standard(s).
Components
1a, 1d, 1e (18-20 points)
v7 – 08/01/17
computer
Formatting does not support the Formatting is readable. Writing is Formatting helps reader to follow
reader. Writing lacks detail, generally clear and organized (only ideas. Writing is of professional quality
Quality organization, and is filled with errors minor errors). (error free, well composed and
in spelling and grammar. articulated, shows depth, and overall
10/10 (8 points) quality of work).
(0-7 points)
(9-10 points)
201/250 – 81% B
v7 – 08/01/17

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Lesson Plan or Unit Plan Format Form Please download a copy of this

form and fill it out

Lesson Preparation Information

Preparation Tasks Teacher Candidate

you receive from your field supervisor and/or

First Name Last Name Email Date and Time

Enduring Understanding(s) Essential Question(s)

I can explain why living things can, or cannot live in a habitat.

Knowledge of Students Commented [Office3]: You have clearly considered

Student Learning Objectives/Instructional Goals

Application of skills and strategies

assessments) and all assessment tools. (1f: Designing Student Assessments)

Lesson Procedures:Instructional Strategies and Learning Tasks

● Introduce lesson. Commented [Office6]: You have provided a good

We said that ducks have adaptations such as ____. On my whiteboard, I

different type of organism, plants. Remember, a plant is an organism

● Model and explain the activity to the group.

share your answers with the rest of the class.”

7. Monitoring Plan Behavior Management:

Differentiation According to Students’ Needs

UDL Proactive Differentiated Instruction

Category Type of Proactive Differentiated

Students will need:

Link to CDF 1a: Demonstrating Knowledge of Content and Pedagogy

Lesson Plan Reflection (if lesson is carried out)

Teacher Assessment Tool

Student Assessment Data Table

Students’ First Name NGSS.3-LS4-3

Emergent Proficient Advanced

Standard(s)/ benchmark(s) Appropriate standard(s)/ Appropriate standard(s)/

Assessment to be administered and Adequate description of Clear description of assessment to be

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