SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

Formative
AND/OR
Summative
Assessment
Evidence

Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of

DETAILS
Kiley Morgan
Science
2nd Grade
March 21, 2016
4.4.K.C: Observe and describe stages of life cycles for
plants and animals.
3.2.2.A6: Distinguish between scientific fact and
opinion. Ask questions about objects, organisms, and
events. Understand that all scientific investigations
involve asking and answering questions comparing the
answer with what is already known. Plan and conduct a
simple investigation and understand that different
questions require different kinds of investigations. Use
simple equipment (tools and technologies) to gather
data and understand that this allows scientists to
collect more information than relying only on their
sense to gather information. Use data/evidence to
construct explanations and understand that scientists
develop explanations based on their evidence and
compare them with their evidence and compare them
with their current scientific knowledge. Communicate
procedures and explanations giving priority to evidence
and understanding that scientists make their results
public, describe their investigations so they can be
reproduced, and review and ask questions about the
work of other scientists.
3.1.2.A3: Identify similarities and differences in the life
cycles of plants and animals.
Formal Evaluation
The teacher will look at the students science journals
to see if the answers are correct. The answers should
all be correct, as this is an activity done together as a
class.
Informal Evaluation
The teacher will ask the students to answer the
questions by calling on them randomly to see if they
can read the graph.

Individually, all second grade students will be able to

interpret information on two different graphs.
Individually, all second grade students will be able to
apply math skills to reading graphs.

CK

Knowledge (DOK)

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
The teacher will ask the students if they remember what
they learned about graphs in Math.
The teacher will ask the students if they know the type
of graph (the name) they will be looking at.
Hook/Lead-In/Anticipatory Set
The teacher will talk with the students about the
different types of plants listed on the graph and see if
they know of any of them.
The teacher will tell students they will practice getting
information from graphs.
Explicit
Big Idea Statement
Instructions
Students can read graphs to tell about data.
Big Ideas
Essential Questions
Why do we need to read graphs?
Essential
Key Vocabulary
Questions
Bar graph
Axis
Unit of measurement
Interpretation
Application
Lesson Procedure Pre-Assessment of Students
Must include
The teacher will ask the students what they are learning
adaptations &
based on the graphs they have in front of them.
accommodations
Modeling of the Concept
for students with
The teacher will tell the students to open their science
special needs
notebooks to the graphs they glued in (Plant Life Cycle)
while the teacher puts on the View. (the camera to make
Accommodations,
it appear on the board)
Modifications
The teacher will ask the students what the graph is
telling us.
Transition
The teacher will tell the students to take out their
science notebooks and turn to the page they glued last
week.
The teacher will tell the students to cut and glue the
second set of graphs into their science notebooks.
Guiding the Practice
The teacher will ask the students questions such as
What do the two axes represent and What plants are
being compared. (make a note that the graph is in
increments of 5 days).
The teacher will read the question from the teachers
paper while the students read it from their notebooks.

CK

Providing the Independent Practice

The students will answer the questions and record their
answers. Once they have their answers, they teacher
will randomly call on students to answer it out loud.
The class will talk about the answers and the
discrepancies (if any).
Adaptations/Accommodations for Students with Special Needs
We have one child who has a PCA. This student will not
need the extra attention, but the teacher will make sure
to include him and ask him questions as well.
We have one child who has a 504 Plan for ADHD. The
teacher will walk around and monitor to make sure this
student is staying on task and answering the questions
with the rest of the class.

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

Once the process is completed for the first graph (Plant Life
Cycle), the teacher will repeat it for the second graph ( Helens
Graph).
Student notebook
Graphs
Worksheet (questions)
STC Literacy Series Plant Growth and Development
Summary & Review of the Learning
The teacher will read Saving Plants for Tomorrow (pgs.
53-55) and Where the Tall Grass Grows (pgs. 56-57)
from Plant Growth and Development.
Homework/Assignments
None