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Lesson Plan Project Part 2: Instructional Procedures

Name: Madeline Andrews

Anticipated Time and Dates for Lesson Teaching: 30 minutes on November 13th (Date)

Lesson Topic: Life Science- Young Plants and Animals (Baby animals and their parents)

Grade Level: 1st

Performance Expectation: 1-LS3-1. Make observations to construct an evidence-based account that


young plants and animals are like, but not exactly like, their parents. [Clarification Statement:
Examples of patterns could include features plants or animals share. Examples of observations could
include leaves from the same kind of plant are the same shape but can differ in size; and, a particular
breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment
does not include inheritance or animals that undergo metamorphosis or hybrids.]

Narrowed Lesson Focus: The lesson will focus on specifically on the differences between parents and
babies animals based on observing physical features that they have. These features will be observed
through a book they read in class for the lesson, the hand-outs that will be used for their assessment,
and the experiences that they have had in their own life. Students will then be able to describe how
parents and babies are similar based on the evidence they have collected through the lesson and the
observations they have made.

Identify Lesson Plan to Modify and Adapt:


● Lesson Plan is from Mentor Teacher, will scan into Word Document

Objective for Lesson:


● The students will be able to...
○ Describe physical features of parent and baby animals based on observation from
visual cues
○ Compare and contrast a baby and adult parent animals
○ Categorize baby and parent animals
○ Match pictures of baby animals to their parents

Phenomenon and Driving Question for Lesson:


Choose a phenomenon and driving question for your lesson. Refer to LPP Overview Document Step 2 to help
you make this decision.
● Phenomenon: Baby animals share similar physical features to their parents
● Driving question: Why would baby animals look similar, or have similar physical features to
their parents?

Identify Lesson Plan Strengths:


● Strengths- Using the reccomened reading, “Whose Baby is This?” by Wanye Lynch
○ Provides the chance for students to observe the animals that they see in the story if they have
do not have the prior knowledge about baby animals and parents, or if there are animals they
have not seen before.
● Strengths- Uses a Venn Diagram to compare and contrast parents and their babies
○ Helps students to have a clear idea of how to sort information based on observation to create
statements based on evidence. It also helps to communicate wirtten solutions to a problem
while comparing different features of parents and babies based on a model system
● Strengths- Having students work in partners to match pictures of parents to their babies
○ If there are students who are struggling with the topic, they can be paired with a student who
has a good understanding of what is going on. It also helps students who are gifted and
talented to take a leadership role in explaining information to others.

Identify Lesson Plan Opportunities for Improvement:


● Opportunity for improvement- There are too many activities crammed into one lesson
○ While the activities that the lesson provides are good, it is much too long for a group of first
graders. The expected lesson time is 50 minuets all together, so to improve this aspect of the
lesson, I would like to pick and chose the strongest activities that the students can engage the
most with, and get the most content out of.
● Opportunity for improvement- The lesson looks mainly at mammals, and very few non-mammals
○ The focus of this lesson is to help students understand how parents can look similar to their
babies, but uses exclusivly almost only examples of mammals. I would like to swap out some of
the mammal expamples for different animals, so that students can expand their thinking when
it comes to examples of parents and babies
● Opportunity for improvement- Introducing a life cycle without giving students further content than a
diagram
○ Although the life cycle is a crucial part in understanding how babies are born and look like their
parents, it is presented in the lesson with very few explanations of how the life cycle works. I
would say, given the length of the lesson and that it does not match with the NGSS standard
that pairs with this lesson, I would remove teaching about the life cycle from the lesson

Assessment Task:
● Copy from mentor teacher
● Students will be given a sheet where they must match the baby to their parent animal by cutting out pictures,
coloring them, and gluing them to their correct corresponding spot. Students must then write one word why
they chose to pair those two together, based on a physical feature.
Model Assessment Task:
● There were not enough copies for me to complete the assesment!
Scoring Guide for Analyzing Students’ Responses to the Assessment Task:
Instructional Procedures Chart
Activity & Time
Procedures: What the Teacher and Students will DO and
Here you will
SAY
indicate how long
you believe each Considerations for
Here you will describe:
activity will take. diverse learners
● what you plan to do and say (exact words, not a
You will also note ** examples of
summary – the exact language teachers use is very
the function of each specific changes you
important) for each activity,
activity. It should be are making to the
● what you expect the students to say and do,
one of the content, process or
● ways you might encourage, monitor, and respond
following: product of the
to equitable student sense-making (see suggestions
● Driving activity to meet
below)
Question specific, individual
● Prediction students’ learning
● Experiences needs
STUDENTS SAY AND
● Observation TEACHER SAYS AND DOES
DO
● Explanation
● Assessment
1. Attention getter- clap and
repeat, students would already be 1. Class responds to
sitting on the carpet from mentor clap and repeat 1. Using signals from
teacher teaching 2. Students repeate the mentor teacher
2. Ask class to repeat the rules their carpet rules back that they are already
Setting Behavior
that they must follow when they to you when familiar with
Expectations
are at the carpet together- Quiet prompted 2. Moving students if
[1 min.]
mouths, calm bodies 3. Students will listen, they are not in a
3. “I know that this lesson is sit ready on the good spot for their
exciting, but if you have a thought, carpet to begin the best listening
show me with the I agree sign, or lesson
raise your hand
1. Think, Pair, Share- “How many 1. Students will listen
of you could tell me about what to the question, 1. working in
your mom or dad look like? Do showing the I agree partners to support
your mom and dad look like you? sign if they feel the emergent bilungual
Turn to the friend sitting next to need to respond. students who may
you and tell them about what your Then, they will turn to not feel comforable
Probing/Pressing
mom or dad looks like, and if they a partner and share sharing in a whole
Student ideas about
look like you. Think about their 2. Students will group
answers to the
hair and skin color, their eyes and discuss with a partner 2. Pairing of diverse
Driving Question
nose…” for about 30 seconds, students to
[3 min.]
2. Wait about 30 seconds for the then respond to emphasize how
students to share, “give me a attention getter people can look
thumbs up if you are done talking 3. Students who are different
and ready to share” sitting quietly will be 3. Supports oral and
3. “I am looking for a student who picked on to share auditory learners
is calm and quiet to share with me their answer with the
what they told their partner about class. “Well my mom
what their mom or dad looks like, isn’t like me because
and if they look like you.” Pick 3-4 she’s taller and older”,
students to share out loud with “Me and my dad have
the class the same hair color,”
4. “Thank you to my friends who “We both have blue
shared their responses with us! eyes”
After listening to our friends, do 4. Students show the I
we think that our parents can look agree sign if they
like us?” think that our parents
5. “Well today in our lesson, we can look like us
are going to be looking at how 5. Students will
baby animals can be simlar to their respond in excitement
parents, just like how you are because they enjoy
similar to your parents!” animals

This is an opptertunity for students


to explain
1. “1,2,3, eyes on me”
2. “We are going to be watching a
video about baby animals and
their parents in their natural
1. “1, 2, eyes on you”
habitat. When we are watching, I
2. Students will stay in
want you to be looking at these
their same seats to
Activity 1- animals and thinking about how 1. Book provides
listen to the video.
Interactive video they look similar or different as pictures to students
“Ms. Andrews, I know
parents and babies” who are emergent
animals that look the
[10 Minuets] 3. Put the video on the smart bilunguals
same!”
board so the studnets can see the 2. Student with
3. Students will listen
[Observation of pictures better. Begin watching special needs enjoys
to the story. When
animals, explanation the video. If students have watching videos,
they raise their hands,
of why they look questions, they will be asked to provides him with an
they will put them
similar or different] wait until after the video is done opportunity to learn
down and save their
to share. 3. Supports auditory
questions for later,
4. “Now that we have watched our and visual learners
after the book is
video, we have a few more
finished
observations about what different
types of animals look like, and how
those looks can be similar or
different to their parents”
Activity 2- Venn 1. Use attention getter, if needed 1. Students respond
Diagram (1,2,3, eyes on me…) to attention getter if
2. “Now that we have observed needed (1,2, eyes on
[5 Minuets] what different parent and baby you)
animals look like, we are going to 2. “I already know
[Driving question, look at how a baby duck and adult what a duck looks like,
prediciton, duck can be similar and different” I see them by my
observation, 3. Present a Venn diagram on the house!” Other
explaination ] smart board or on a large piece of students who do not
paper, depending on materials respond can show the
mentor teacher would prefer I agree sign
4. “On the left side of the circle, I 3. None
would like to tell me some things 4. Studnets may be
that you notice or see about the confused if they have
adult duck that are different than never seen a Venn
the baby duck. On the right side, I Diagram before, 1. Supports
want you to tell me some things “what do the circles students who are
that you notice about the baby mean again?” “What auditory and
duck that are different than the goes where?” “I don’t visual learners by
adult duck. In the middle, I want know to do!” listening to other
you to tell me things that you 5. students observe students
notice about both the baby and the picture, looking discriptions, and
adult ducks that are the same.” for physical features using a chart to
5. Pass out whiteboards and 6. Students write show comparing
markers to the students, “You will down observations and contrasting
be receiving a whiteboard and down on their 2. Supports
maker. On your board, I want you whiteboards and hold students who are
to write down one word about them in the air when talented and
what you see in the picture that is they are done gifted because
the same or different between 6. “I saw that one was they can share
these two animals. Hold your white and the babies more detailed
board up in the air and sit quietly were brown and answers
when you are done writing.” yellow”, “The mom is
6. Students will have time to look bigger than the
at the picture (either on the smart babies”, “they are
board or document camera) both ducks”
7. “Now that we have had time to 7. Students sit and
observe, can I pick on a friend who listen to review, will
is sitting quietly and calmly to raise their hand if they
share some things that they want to share
noticed about the baby, parent, or something else that
something that they have in they notice
common?”
8. Write down responses (take 4-5
for each), then review what
observations the students made
for each section of the Venn
Diagram
1. Attention Getter- “Classity 1. Attention Getter 1. Supports
class?” Response- “Yesity students who are
2. Now that we have had some Yes!” auditory,
time to look at how baby 2. “I think that I can kinesthetic, and
Assessment Task animals and their parents can do it”, “What visual learners by
[15 min.] be similar, we are going to be animals are we orally telling the
doing an activity where I would doing?” Other students about
like you to to find the students who the directions,
similarities between babies an don’t respond will allowing them to
parents on your own!” be sitting on the move from the
3. “We are going to be doing this carpet carpet to their
task at our table seats. For this 3. Students may get seats, and using
assignment, you are going to excited and get up visual aids in the
get a sheet with pictures on it. to leave for their assessment to
This will have pictures of baby seats before I am help them match
and adult animals on it. Your finished giving baby and parent
job, first graders, is to cut out directions, “I have animals
your pictures and glue them to a question about 2. Supports
this sheet (Show which sheets what we are emergent
you are reffering to). You are supposed to do?” bilungual
going to match the baby and 4. “We have lots of students by
parent animal that go glue sticks that are having visual aids
together. Remember to look at dry because we to help them
things on their body that are don’t put caps on understand the
similar to each other, and use them.” directions of the
that to help you match.” 5. “Name and assignment
4. Explain how to appropriately number!” 3. Supports student
use the materials, “When we 6. Students move with autism
are using our scisscors and from their seats because he
glue, we are careful with how on the carpet to enjoys movement
we cut, and when you are their assigned and visual aids
done with your glue stick, seats at their 4. Supports
make sure you put your cap tables, supply students who are
back on. helpers get glue talented and
5. “What else should go on our and scissors for gifted because
papers so we can tell who they each table they have the
belong to?” 7. Students start opportunity to
6. Dismiss students by row to go working on their assist other
to their assigned seats from assignements students who
the carpet, “my supply helpers, once they receive may need help
please get glue and scissors for them, raise their with the
each table” hands to ask assessment
7. Go around and pass out questions if
assignment sheets to students, needed
and they can begin work once 8. Students work at
they receive the papers their tables on
8. Assist students if they need their assessments,
help with the assessment, and clean up their
remind them to keep working materials once
hard and clean up after they are done
themselves 9. Students put their
9. “Once you are done, you may assignments away
put your finished work on Mrs. when done, and
Millhouse’s desk, and read a then read books at
book quietly at your table” their table

Sources Used:
Please list the curriculum materials and other resources that you consulted for this assignment, including
materials provided by your mentor teacher, as well as any you sought out from other sources to address gaps
in your own science content understanding. Be sure to include bibliographic information – author, title,
publisher, publication date, website, etc.

● Cereal City Science. (n.d.). Whose baby is this? [Pamphlet]. BCAMSC.


● Lynch, W. (2003). Whose baby is this? Milwaukee, WI: Gareth Stevens Pub.
● University, F. S. (2015). Bloom's Taximony Verbs . Retrieved October 24, 2017, from
http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf
● M. (2009, March 01). Animals and Their Youngs. Retrieved November 07, 2017, from
https://www.youtube.com/watch?v=LBNxaFersj4
LPP Part 2 Scoring Rubric

LESSON INTRODUCTION (2 pts) 1 pt .75 pts .50 pts .25 pts


Exemplary High Good Below
Quality Quality Quality Expected
Quality

The lesson includes a plan for setting the norms and expectations
for both participation (discussion norms) AND behavior during the
lesson.

The anchoring phenomenon and driving question are introduced to


the students. Students are asked to consider and share their initial
understandings about the driving question.

TEACHING ACTIVITIES (4 pts) 1 pt .75 pts .50 pts .25 pts


Exemplary High Good Below
Quality Quality Quality Expected
Quality

The lesson contains a clear teacher-supported opportunity to share


and discuss data or observations, and organize, sort, or represent
that data using charts, graphs, tables, etc.

The lesson contains a clear teacher-supported discussion in which


students work together to identify patterns in their data or
observations.

The lesson contains a clear teacher-supported discussion in which


students work together to use the patterns to explain how or why
something happens, predict a new event, solve a problem.

The lesson contains a clear opportunity for students to engage in at


least one of the science and engineering practices and/or identify
connections to a cross-cutting concept (if appropriate).

ASSESSMENT DESIGN (3 pts) 1 pt .75 pts .50 pts .25 pts


Exemplary High Good Below
Quality Quality Quality Expected
Quality

The assessment task engages students in meaningful and thoughtful


work with elaborated responses that demonstrate a deep
understanding of at least one of the science and engineering
practices and/or identify connections to a cross-cutting concept (if
appropriate). The task is likely to elicit rich information that will
allow evaluation with respect to the assessment objective. All
students can participate and complete the assessment task.

A completed assessment task example is provided, including


example responses for all aspects of the assessment task.

The scoring guide includes the specific details you will look for in a
student’s response.

EMPHASIS ON STUDENT THINKING (3 pts) 1 pt .75 pts .50 pts .25 pts
Exemplary High Good Below
Quality Quality Quality Expected
Quality

Anticipated student performances and responses are thoughtful,


reasonable, and specific. Student responses are specified in terms of
intellectual engagement, rather than behavioral, engagement with
the lesson. (How should students be talking to demonstrate
understanding of each part of the lesson?)

Multiple thoughtful considerations are specified for the identified


accountability group. These may include modifications and
accommodations for students with specific academic, physical,
linguistic and social needs. They also may include activity structures
or topics that you selected intentionally for students your group.

Students’ Funds of Knowledge have been thoughtfully incorporated


into the lesson plan.

DETAILED WRITING AND PLANNING (3 pts) 1 pt .75 pts .50 pts .25 pts
Exemplary High Good Below
Quality Quality Quality Expected
Quality

The strengths and areas in need of improvement are clear and


explicitly connect to the LPP Overview document and/or topics
covered in class.

Times for all activities and transitions are specified and are
reasonable for the age of the students.

The procedures for each activity and transition are clear and
detailed, including information about roles for all adults conducting
the lesson.