Common Core Aligned Lesson Plan Template

Subject(s): ________Science______________________________________ Grade: _____6_________

Teacher(s): ___________________________ School: ___Kaiser Elementary _______________
Date:___03/25/16________
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
NGSS Standard:
MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms
and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect
relationships between resources and growth of individual organisms and the numbers of organisms in
ecosystems during periods of abundant and scarce resources.]

2. ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual
and Performing Arts):
Part III: Using Foundational Literacy Skills
Section A: Collaborative
Section 1: Exchanging Ideas and Information
3. Learning Objective: (What will students know & be able to do as a result of this
STUDENT-FRIENDLY
lesson?)
TRANSLATION
After participating in the activity, students will be able to analyze and
I will be able to analyze and
interpret data to show the cause and effect relationship among birds and
interpret data to answer
their environment.
questions about cause and
Blooms: Analyze
effect relationships between
birds and their environment.
4. Language Objective(s): (What is the type of language that EL's will need to learn and use in order to accomplish

the goals of the lesson? Ex) Reading, Writing, Listening, Speaking, Academic vocabulary, Language functions, Language
Learning Strategies)

ELs will need to learn vocabulary, listening, speaking, and writing skills in order to accomplish the goals of this
lesson.

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the

real world? Why are these outcomes essential for future learning?)

The outcomes of this lesson are important because students need to learn
how to analyze and interpret data from a chart and then come to
conclusions about the information that they are learning.

STUDENT-FRIENDLY
TRANSLATION
We will be able to practice
analyzing and interpreting data
from an activity from a chart
that we created in order to
complete questions.

6. Essential Questions:
What are some adaptations that birds need to develop in response to their environment?
Is it important for animals to change when their environment changes?
How can we tell that birds adapt to their environment?
Part II STUDENTS INFORMATION
7. Class Information:
a. Total number 31
b. EL/Special Needs EL 1 (MT told me that students jut moved here from Mexico and is working
on learning the language. I am unsure of the documentation that goes along with this); IEP 3 (2
with ADD (William and David), 1 with oppositional defiance disorder(Hannah)) MT also stated
that David L. has to go to another class for part of the day and hes being considered for
special needs.
c. Academic background in content area - Many of the students have knowledge of the concepts
that they are learning. A lot of the knowledge stems from 5 th grade. MT stated that the
concepts are interlinked to each grade level so the students are constantly building off of
pervious knowledge. The student who is an EL has a lot of difficulties due to language barriers

and the fact that it is her 1st year at this school and in this country.
d. Linguistic Most of the students are able to communicate with each other using informal
language. The students are also able to use academic vocabulary when MT is teaching a specific
subject. For example, the student use math language when MT is teaching math.
e. Cultural/Health Overall good health. Hannah goes to the office to take medication. One
student has asthma, but it does not affect him at school
f. Physical They are all physically capable and participate in physical activity. No one is in a
wheel chair, on crutches. 3/15-One student went to the office complaining about neck pain. MT
says he was hurt a few months ago and the pain is lingering.
g. Social There are clear groups of students who are friends with each other. They talk about
eating lunch together and hanging out together after school. Some students are less social and
do not seem to fit in. Ruby (EL) is very quiet and no one interacts ith her that much. Hannah is
her new desk partner as of 3/14
h. Emotional Hannah has emotional issues. On 3/14 Hannah was upset about not having her
homework and suffering the consequences. She had to stay in and do her homework. She threw
herself on the ground and hit her head on the desk. The other students were staring and some
were laughing. MT stopped the others actions right away. Everyone left for recess. Other than
that all other students seem to be emotionally normal.
i. Interests/Aspirations Jackson is interested in engineering: The students had a project to build

a rollercoaster. He showed great interest and built one on his free time at home. Makayla is a
great student and seems to be interested in helping MT with anything. Most students are
interested in their phones and talking to their friends.
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):

The EL student Ruby may have difficulty understanding the content, even thoguh this is a review of
adaptations.
Hannah may have a hard time if her chart isnt completely filled out in the allotted time. Also other class mates
telling her what to do really makes her angry.
William may have a hard time sitting during the entire activity.
David may have a hard time comprehending the material and filling out the entire chart.

Part III - LESSON ADAPTATIONS

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)

In order to scaffold the information for them I will use pictures in the PowerPoint that directly realte to what I
will be teaching.
In order to keep Hannah calm, I will assign her to help Ruby, her partner. This way she wont get into
arguments with other classmates.
I will ask William to help clean up the room or to go get me more material so he can move around.
I will check on David and scaffold the information for him personally. I will model other utensils for him and
write down what a good answer looks like.
10.
21st Century Skills Circle all that are applicable
Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
I will see how the students are communicating with their partners and their tables.
I will see if the students are sharing information and collaborating.
I will check the students answers and ask questions for the students to think critically.

11.
Technology - How will you incorporate technology into your lesson?
I will use a PowerPoint presentation to show which birds related to each beak that they student was using for
the activity. For example, the straw represented a humming birds beak, so I will show that on the PowerPoint.
I will use a document camera to model how to do the activity and the chart.

12.

Part IV - ASSESSMENT In OF STUDENT LEARNING

Assessment Criteria for Success: (How will you & your students know if they have successfully met the

outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:
b. Summative (if applicable):
While participating in the activity the students will record their findings on a chart. They will then use this
chart to answer questions that ask the students to analyze and interpret the data that they have recorded.
c. (Attach rubric here, if applicable):
3

13.

Completion of Activity
Chart

The student shows much

evidence of their
participation in the
activity through the
Activity Chart by
completing 13-16 boxes.

The student shows some

evidence of their
participation in the
activity through the
Activity Chart by
completing 9-12 boxes.

The student shows

minimal evidence of
their participation in the
activity through the
Activity Chart by
completing 0-8 boxes.

Cause and Effect

Questions

The student answers 3-4

of the questions
correctly.

The student answers 2

of the questions
correctly.

The student answers 0-1

of the questions
correctly.

Part V - INSTRUCTIONAL PROCEDURE

Instructional Method: Circle one Direct Instruction
Inquiry
5E Model

Cooperative Learning

14.
Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?
Food: Sunflower Seeds, Colored Water, Marshmallows, Candy Worms
Beaks: Toothpicks, Spoons, Straws, Chopsticks
PowerPoint
Cause and Effect Handout
Activity Graph
Document Camera
15.
Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
Engagement: I will establish an interest by telling the studnets that we are going to be eating tasty treats today, but
we will be doing it in a very different way. We will be eating like the birds that you have been studying in science by
using different utensils to eat. Each eating utensil represents a beak of a different bird. I will then show each eating
utensil on the document camera and tell the students what they are called. This is a tooth pick, a spoon, chopsticks,
and a straw. You can only use these items to eat the food. I will then show the food that they students will be eating.
This is a marshmallow, gummy worms, colored water, and sunflower seeds. In order to eat these food items, you
need to use these (pointing to the utensils on the document camera) utensils only. I will then model what I expect. I
will display the graph on the document camera and start with the first corner which is sunflower seeds and a spoon. I
will write down if I was able to pick the food up and the level of difficulty. I will then tell the students to use one
utensil and go through all the food so that they are organized.
Estimated time: 10-12 minutes
BODY:
Exploration: The students will dice into the activity that I just modeled for them. I will walk around the room to
monitor the interactions between students and to check that the students understand what to do. I will make sure to
check on Hannah, David, and William> Due to their diagnosis this activity may be difficult for them.
Explanation:
I will announce that the activity will be coming to a close in 5 minutes. I will then get the students attention so I can
hear their answers about the understanding of this activity. Once their attention is on me I will ask for a volunteer to
tell me about their findings. I would like 5-7 studnets to share. I will direct student learning by clarifying any
misconceptions and connect it to real like adaptations.
Estimated time: 20-25 minutes
CLOSE:
Elaboration:

I will show the Power Point presentation to confirm or refute the students findings. This presentation shows the
relation of the shape of the beaks to the utensils that they were using in the activity today. I will provide an
opportunity for the students to ask questions that they may have regarding the activity. I will direct the students to
discuss with their tables their findings and how they got them. They will have the opportunity to show how they got
those findings, their current understanding after the PowerPoint, and demonstrate how they got to those conclusions
that they did.
Evaluation:
The students will be given a cause and effect chart for them to apply their knowledge in a different situation. I will
walk about the room to check for understanding and to clarify any questions.
Estimated time: 10-13 minutes
Part VI - REFLECTION
1. What instructional strategies did you use to help students achieve the lesson objective?
I modeled my expectations for the students in the beginning of the lesson, I had students work with their
designated partner, and I was constantly walking around the room to check for understanding. In order for the
student to be clear about the activity I modeled what a scholar would do during this activity. I modeled one
whole square and thought out loud to model the thinking process. If the students needed help I modeled the
activity again. The students have a designated partner in the classroom. In order for the students to
collaborate and communicate as well as understand the activity better, I asked the students to work with their
partner. I was always present for the lesson to take questions, to clarify anything, and to check for
understanding. For the EL in the class, I used pictures and modeling so she could understand the lesson.

2. Were the students successful at achieving the lesson objective?

a) If so, provide student evidence:
I believe that a most of the students were successful ay achieving the lesson objective. I can tell this by the
data analysis table. On the activity sheet the 8 students scored a 1, 4 scored a 2, and 15 scored a 3. On the
Cause and Effect chart 9 students scored a 1, 4 students scored a 2, and 11 students scored a 3.
Also, during the PowerPoint presentation and discussion most of the students were engaged and discussing

their answers and findings with the class.

b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
3. What would you change about the lesson and why?
I would explain that the utensils that they are using to eat the food are bird beaks, so the students arent
confused about the activity chart. I found that the studnets were talking about the chart in the beginning more
than they were working on the activity.
I would talk to my MT before the lesson about classroom management and what I can use to help students stay
on track. The studnets were often off task and knowing how to use the classroom management procedures
that the teacher has set up would have been valuable in this situation.
I would ask the students to throw away all of their left over food and all materials on their desk after the
avtivity and before the PowerPoint presentation. This way when I show the PowerPoint presentation at the end
of the lesson to confirm their findings, there will be little distraction.
I would change the cause and effect chart so that the birds beak is the cause and the food source is the effect.
My MT suggested this to assist the students understanding of the relationship between the shape of the birds
beak and their food.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, and low, and write your comments
on the copies.