USF Elementary Education Lesson Plan Template (S 2014)

Name: Maria Paz Cisneros

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."

SC.5.L.15.1 Describe how, when the environment changes, differences between

individuals allow some plants and animals to survive and reproduce while others
die or move to new locations.

How can an organisms relocation or disappearance affect all of the other

organisms on the food chain?

Students will be able to understand why invasive species or relocated organism

can affect an entire food chain and ecosystem through visuals and readings.
Students will be able to give examples on ways that invasive species or relocated
organisms can affect other organisms

USF Elementary Education Lesson Plan Template (S 2014)

Name: Maria Paz Cisneros

Note: Degree of mastery does

not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

I am teaching this objective in order to review and help my students understand

the importance and role of an organism in a food chain and how it can cause
problems if it is replaced or removed.
This lesson will review and prepare them for testing as well as aiding them in
becoming more knowledgeable about the world around them.
I am teaching the lesson this way in order to evoke engagement and participation
through technology and literature.
It is important for students to learn this concept so that they may understand that
every organism in an environment needs the others in order to continue living and
existing.

Formative: I will be making observations as students share their opinions,

responses and actions throughout the smart board activity and use these
observations to scaffold their learning to whatever they are still lacking
comprehension on.

Summative: The students will turn in their responses to the article along with a list
of at least 3-5 ways that an organisms relocation or disappearance due to an
invasive species can affect their ecosystem.

It is important for me to understand the way food chains work as well as the role of
the organisms within them and how it could affect their ecosystem if hindered.
I must also be knowledgeable about invasive species and the damages they cause

USF Elementary Education Lesson Plan Template (S 2014)

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content?

Name: Maria Paz Cisneros

It is important for students to know what a food web is and know what an invasive
species is.

I have ensured that the students have acquired this previous knowledge by
meeting and discussing with their classroom teacher

My learners are in fifth grade and they are composed of several mixed learning
abilities.

There are no ESOL students in this block; there is only one student who has ADHD.
Most of the students in this class are at a higher level than block 2.

Students have previous background knowledge on invasive species and food

chains.

Some misconceptions the students may have about the content might be that
other organisms arent affected if another organism in their ecosystem is hindered.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to

Time

Turn and Talk

Individual
Discussions
Group Work

Who is
responsibl

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.

USF Elementary Education Lesson Plan Template (S 2014)

do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

What will you do if

e (Teacher
or
Students)?
23min

5 min

T/S

2-3
min

T
S

610min

T/S
6-10
min

S
5 min

S
2 min

Name: Maria Paz Cisneros

For example, in science, you would detail the 5 Es here

(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
1. Lesson and Objectives will be introduced to the students and
questions will be answered (if any) on the lesson.
2. Start the lesson by asking students to think about what they
know about food chains, and invasive species. Have them
discuss it with their shoulder partner and then share it with
the entire class.
3. Explain to the students that they will be watching a video on
the effects that an invasive species (stink bug) has caused a
farm. And ask them to think about the different issues that
this species causes.
4. At the end of the film the students will discuss in their tables
the different problems that this invasive species caused and
then share it out loud with the class.
5. Next explain to the students that they will be engaging on a
small game were they must drag organisms to the correct
location in a food web. Explain that throughout the game they
will need to think about how removing on the organisms
affects the others.
6. After the game is completed the students will read an article
individually on another invasive species affecting other
organisms. The students will then answer questions relating
to the article and make a list of all the different problems that
the relocation or disappearance may cause to other
organisms.
7. If time is still permitted students will turn in an Exit Card
giving an example of how an organism of their choice plays
an important role in their ecosystem and what would happen
without it.

a student struggles with the content?

USF Elementary Education Lesson Plan Template (S 2014)

Name: Maria Paz Cisneros

If a student is struggling with the content I will have them work with a higher level
student to work with and help guide that student.

a student masters the content quickly?

Meeting your students

needs as people and as
learners

If a student masters the content quickly they will work with students who are
struggling with the content.

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?

It connects to the interests and cultural backgrounds of my students

because it is something they have learned and see on a daily basis.

If applicable, how does this lesson connect to/reflect the local community?

This lesson can connect to the local community since they have a wide range of
vegetation around the area where they may see organisms interact within their
ecosystem.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For students who complete the task quickly and need additional challenge they will be
assigned to come up with a possible solution on preventing invasive species from
invading an ecosystem. If there are no struggling students he will be appointed to the
role of being the ask me student so that he teaches and explains the content to
students who do not understand.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Maria Paz Cisneros

How will you differentiate instruction for students who need additional
language support?
For students that need additional language support such as my ELL students I will have
them working with a higher level student or with another ELL student to work through the
assignments together.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

No accommodations are needed for this lesson since we will discuss as a class and in
groups so that all students are engaged in the content.

Smart board
Food Chain Game
http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchainga
me.htm
Worksheet
Video
Article