Lesson Plan Format For Science Teacher Education Candidates Ithaca College School of Humanities and Sciences

(1) Lesson Plan Format for Science Teacher Education Candidates
Ithaca College School of Humanities and Sciences
Instructor: Alexis Halstead

Unit of Study: Greenhouse Design
Lesson Essential What are the most important components to consider in the design of a greenhouse?
Question:
Lesson Title or Topic: Intro to greenhouse design
Central Focus of the Students will be learning about the different types of components that make up green design.
Lesson: By learning about each segment that is needed to construct a successful greenhouse, students
will need to take the knowledge they have learned and apply it in designing their own
greenhouse. Student’s focus will be on selecting a crop(s) to grow in their greenhouse and
justify their material and construction choices based on the crop(s) they have decided to grow
in their greenhouse.
Connections
1. Explain how this lesson connects to lessons or units before and after this lesson to form an internally consistent unit of
study
Previous Lesson (unit) Current Lesson Next Lesson (unit)
Nutrients Greenhouse Design Plant Propagation
Safety
List here all safety issues and safety protocols required for this lesson and a procedure for checking safety equipment prior
to beginning each lesson. You should identify procedures for the preparation, storage, dispensing, supervision, and disposal
of science materials used in the lesson. Make sure to attach required Material Safety Data Sheets (MSDS) to this plan.
 General safety guidelines when working in greenhouse
 All backpacks off desk and clear of walkways
State/National/Common Core/NSES/NSTA/NGSS/AFNR Standards

List the number and full text of each standard that is addressed in this lesson.
Remember to include content and literacy standards, as appropriate to the lesson.
AFNR
PS.03.02. -Develop and implement a management plan for plant production.
PST.04. - Plan, build and maintain AFNR structures
PST.04.01. - Create sketches and plans for AFNR structures
PST.04.02 - Determine structural requirements, specifications and estimate costs for AFNR structures
PST.04.03. - Follow architectural and mechanical plans to construct, maintain and/or repair AFNR structures.
PST.04.03.01.c - Select materials for a project based upon an analysis of the projects and the quality of
materials
PST.04.03.03.a - Compare and contrast the characteristics of wood and/or metal products used in AFNR
structures
PST.04.03.03.c - Construct AFNR structures using wood and/or metal materials
Common Core - CCR: Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
NYS: K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an
object helps it function as needed to solve a given problem.
Objectives and Assessments
--Here list the short-range learning objectives specific to this particular lesson. These objectives should be items that are
immediately observable and easily assessed.
--In addition, you will identify how you will know if the learning objectives for this lesson have been met. List the types of
assessments you will use to determine whether the objectives have been met. List the types of formative assessments you
will use to monitor student learning of your specific learning objectives for this lesson. What assessments will determine
proficiency, excellence, or failure to meet the learning objectives of this lesson?
--As you consider your assessments, you should think about the kind(s) of feedback your students will receive from you
p. 1
related to your assessments and how you will expect them to use this feedback.
- Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment, a project, or a
quiz or a test you will give later, etc. Informal assessments could include structured observation, thumbs up/thumbs down,
think-pair-share, whiteboards, etc.
Learning Objectives Formative Assessments Summative Assessments
The students will be able to … What formal and informal What evidence, by the end of the learning
(Learning outcomes to be achieved assessments will you use during this segment/unit, will show that students
by the end of this lesson) lesson to monitor whether your understand and have met your learning
students are developing the objectives?
Every objective should have an understanding/skills required to
assessment. meet the learning objective you have
identified? If you are using
Note: Use as many rows as you observation as a form of
have learning objectives. You must assessment, write the questions you
have at least one objective, but will use as a guide for your
there is no maximum number. observations of students during the
lesson.
SWBAT understand the Students will analyze the current Students will be able to demonstrate
components of greenhouse greenhouse the school and the their overall knowledge of greenhouse
design. components that are used in that design in their final project.
greenhouse.
-Notebook grade
If, as a result of the assessments above, students have not met your learning objectives for this lesson, what
strategy/ies will you use to teach/re-teach?
By checking students’ notebooks after the school greenhouse analysis, I will be able to determine the information they
were able to take away from that portion lesson and how in depth they were able to analyze the schools greenhouse
structure. If students’ notes do not demonstrate that they are able to meet this learning objective, a more in depth lesson
on the components of greenhouses will follow. This information will also be more closely related to the schools
greenhouses so students have a better frame of reference and can visual some of the structures that are apart of
greenhouse design.
Academic Language Demands

Focused Academic language function
Choose a higher order language verb (e.g. analyze, evaluate, explain, interpret, describe, predict, argue, or prove) that
students must know how to do in order to succeed in this lesson. See your edTPA handbook for content specific language
function suggestions. Describe the language supports you will provide your students with to assist them in learning the
academic language function in this lesson. Include how you will use students’ prior knowledge and your teaching in this
lesson to facilitate and deepen student learning of this academic language.
The students in my class have been exposed to the academic language that is used in this lesson. Students are familiar
with how to accurately analyze a topic that is narrowly focused and then apply that with other lessons to their cumulating
project. If students need support in understanding how to analyze the information we are learning about, they will be
provided with specific examples that relate to their classroom greenhouse and how it will be applied to their project.
Language demands - Vocabulary Language supports
What skill vocabulary (e.g., Venn diagram, graphic How will you help students understand the verbal and written
organizer, thesis statement) and content vocabulary language requirements to succeed in this lesson? (These should
(e.g., imperialism, mitosis) do students need to know in also be included in your step-by-step procedures below.)
order to succeed?
Content: The students will be provided with both visual and audio
-Green house crops context when using these words. If students are unsure of a
-Bedding plants word, a definition will be provided.
-Cut flowers
-Cut greens
Language demands – Function Language supports
Analyze, evaluate, explain, interpret, describe, predict,
p. 2
argue, or justify with evidence. Describe the language
supports you will provide your students with to assist
them in learning all of the academic language functions
that appear in this lesson.
Analyze The students should have prior knowledge of how to analyze
from previous lessons. If it is apparent that a student is
struggling to apply this function to the lesson, the function will
then be reviewed with the student and how it was previously
applied and how it can be applied to the current lesson.
Language demands – Graphs, Figures, Symbols, Language supports
Equations, Tables
Photos of different types of green houses. Students will have their seat partner to help support them in
identifying the specific components of the photos they will be
analyzing. I will also be circulating the room to assist when
needed and checking the students note books a specific points
for comprehension levels.
Language demands – Syntax Language supports
is the set of conventions for organizing words, phrases,
and symbols together into structures (e.g., sentences,
formulas, staffs in music). For example, syntax refers to
the structure of a sentence—its length, word order,
grammar, arrangement of phrases, active or passive
voice, etc. If the syntax of a sentence is challenging its
reader, then it is clouding the sentence's meaning. After
carefully examining the texts of your lessons, the ways
you explain key ideas, and your expectations for what
you want the students to write, determine which
sentence patterns, grammatical structures, or symbolic
conventions might be unfamiliar or difficult for your
students.
The syntax in this lesson has been used in previous For students that might struggle with the process of analyzing
lessons. Students should have the ability to analyze the classroom greenhouse in depth, they will be able to work
their classroom greenhouse. Students will also need to with a partner to collaborate ideas and some students in this
be able to conduct notes based on their analysis in their class have additional support staff that will be helping them
agriscience notebooks. Students will need to be able to also. For students who need support in note taking, there will
write their notes in an organized manner, implementing be graphic organizers imbedded into the notes that will be
lesson vocabulary. presented on the board.
Language demands – Discourse Language supports
Discourse is a distinctive communication structure
and/or style specific to your discipline (e.g. lab reports,
literary analysis essays, document-based arguments,
proofs, critiques, etc.) In what discipline specific ways
do students need to communicate in order to succeed in
this lesson?
Students will communicate their analysis of greenhouse Students’ ability to apply their overall analysis to their final
design in their final project. Students in this lesson project will be supported by their group members and the
should be able to identify different uses of greenhouses teacher. In this lesson, the teacher will be checking for
and explain why those specific crops might be grown in students understanding in their notebooks. Students will be
a greenhouse and identify why the regions that have supported if the teacher sees that the student/s is not
the most greenhouses are able to grow such a large demonstrating the proper discourse.
volume of crops in greenhouses.
Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?
List here the resources you will use to engage your students and assess their learning in this lesson.
p. 3
Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer keys, or anything
else that requires advance preparation. Written materials should be attached to this plan.
2. What else do you need to do before the lesson starts in order to be ready?
List here reminders to yourself so that you’re prepared when the students walk into the room.
1. Greenhouse design PowerPoint, stickers.
2. Have SmartBoard note sheet open, greenhouse unlocked, new notebooks out for start of new semester, have
PowerPoint up for images.
Lesson Procedures: Instructional Strategies/ Learning Tasks

Describe, in detail, the steps you will follow in the lesson, attending to both what you will be doing and what the students
will be doing. Boldface all procedures where you are monitoring student understanding using formative assessments.
Opening: How will you begin your lesson in a way that motivates and engages students in learning this lesson’s content?
(Motivation for lessons should be interesting, age-level appropriate, brief, and directly related to the learning objectives of
the lesson.)
0-5 min Welcome back students for start of new semester. Handout new notebooks to students.
Introduce to students that we will be starting the period in the greenhouse and they will be making
observations of the classroom greenhouse structure. Students will need to write down 5-7 things that they
notice about the greenhouse structure in their notebooks.
Time-based Lesson Planning
Time (in List the next steps of your lesson. Provide detailed description of what teacher and students will be doing.
minutes) Boldface those procedures where teacher is monitoring student understanding during the lesson. (Your
planned formative assessments from above should show up In this section as part of your lesson procedures.
You should include IF-THEN-ELSE steps [e.g. IF 85% or more of the students respond to the think-pair-share
question correctly THEN I will move on to the next question ELSE I will have students form pairs and discuss
their responses and then repoll the class). Write lesson plan procedures so that another teacher could pick up
your plans and actually accomplish your objectives for the class period. (Hint: The following procedural terms
are too vague: introduce, discuss, review. How will you introduce something new? How will you organize
discussion, and what questions will you ask? How will you conduct a review?)
What are students doing What are you doing
5-10 Students will be analyzing the greenhouse Teacher will be monitoring students making observations
structure by themselves or with a partner if of the greenhouse structure.
they need the additional support. Students
should be documenting 5-7 things they notice
about the greenhouse structure.
10-20 Students will be returning to the classroom Teacher will be instructing students to finalize thoughts
once they have completed their observations. and return to the classroom when they are finished.
Each student will be listening as an individual is Once all students are seated, teacher will then ask each
speaking about what they noticed about the student what they noticed/what they found as practical in
greenhouses structure. Students who are the greenhouse.
listening maybe taking additional notes.
20-30 Students will be taking notes and responding to Teacher will be starting notes for class.
what they think are the top greenhouse crops. Starts with top greenhouse crops.
Students will be asked what they think are the top crops
(students just finished hydroponics unit).
30-40 Students will be taking notes and responding to Notes will then transition into top greenhouse producing
what they think are the top greenhouse states. states.
Closure: How will you bring this lesson to closure? How will students reflect on what they learned today, and how will you
prepare them for what’s ahead?
40-End of Students will be given the final minutes in class to go to the greenhouse to take care of their plants.
Class
Inclusiveness
Universal Design
p. 4
What general features of your procedures and/or assessments support the learning of all students by making this lesson
accessible for every student in the class? Make sure to address each of the 3 major principles of Universal Design (i.e. providing
multiple means of (1) representation, (2) action and expression, (3) engagement).
1. This lesson is intended to provide students with multiple means of representation. Students will begin the lesson in
the greenhouse. This environment will allow students to observe an environment that they are very familiar with and
look at it through a different lens. Students will then transition into the classroom where they will be discussing and
analyzing their observations. Following the discussion, students will transition into notes that will introduce them to
greenhouse design.
2. Student expression will be demonstrated in this learning segment through the greenhouse explorations.
3. Student engagement will be brought into the lesson through exploration of the greenhouse. Students will also be
highly engaged with the lesson segment because the introduction will pull from their prior knowledge and experience
with hydroponic systems.
Students with Specific Learning Needs (to be completed below)
What are some of the specific learning needs possessed by students in your class, and what will you do to intentionally support
students’ learning specific to this lesson to help them achieve the expected learning outcomes?
Time IEP / 504 Plans Specific Language Other Learning Needs
Needs Examples: Examples: Struggling
(min)
English Language readers, students with
Learners, regional gaps in academic
varieties of English knowledge, students
working above grade level,
etc.
Learning Disabilities Multiple Learning
Disabilities
0-5 Students will be getting Students will be getting ready and getting
ready and getting notebooks out for class.
notebooks out for class.
5-10 Students will be Students will be supported by their partner,
supported by their support aid and teacher.
partner.
10-20 Students assessment Students assessment question maybe
question maybe modified to support their levels of
modified. comprehension, student can also be
supported by partner.
20-30 Students will be Students will be reminded and prompted
monitored for note with specific note taking ques.
taking and given
supplemental aid.
30-40 Students will be Students will be reminded and prompted
monitored for note with specific note taking ques.
taking and given
supplemental aid.
40- Students will be Students will be supported by their partners
end supported by their and monitored by the teacher and support
partners and monitored aids. They will be providing supportive
by the teacher in the instructions for students to make sure they
greenhouse. take care of all greenhouse duties.
Assessment Evaluation Methods

Include detailed descriptions as to how you will evaluate each formative and summative assessment to include a list of
correct responses, scoring sheets, rubrics, or any other information that a student teacher would need to successfully
evaluate student work. These can be listed here or attached as separate sheets.
Students will be evaluated on their abilities to make observations in the greenhouse. This learning segment is mostly
accessed through the students’ notebooks. Grading their notebooks holds accountability to recording class information.
Students overall summative assessment will be on a final project where they will bring together all the information they
have learned across the first week. Students will be graded on their overall participation, collaborative group work, and
design of their greenhouse and justification of design.
Lesson Reflection
p. 5
After the lesson has been taught, write your reflection.
How effectively did I promote a positive learning environment? How do I know?
How well did I engage students in learning? How do I know?
How did I elicit and build on student responses to deepen their learning?
What changes would I make to my instruction to improve student learning? Why?
What did I learn about my students’ learning from my assessments? If I didn’t learn what I hoped to learn from the
assessment(s) I used, how would I modify the assessment(s) for next time?
Rev. 4/26/2018 by Michael “Bodhi” Rogers


Question:
Lesson Title or Topic: Greenhouse structures/structural design
Connections
study
Intro to greenhouse design Greenhouse structures/structural What makes a greenhouse?
design
Safety

AFNR
p. 6
materials
structures

lesson.
SWBAT differentiate between Exit slip: What type of Students will need to be able to justify
greenhouse structures and their greenhouse structure do you and explain their selection of
purpose. want to know more about? greenhouse design.
-Notebook check
By checking students’ notebooks, I will be able to determine if they were able to check for their comprehension levels of
about different structures. They will have a guided note sheet about greenhouse structures, but they will be responsible
for making sure that the structures go into the right categories.
If students are not meeting the learning objective during the lesson, they will be able to provide me with feedback on their
exit ticket about what they might want to know more about. Additionally, there will be a review of the structures in the
beginning of the following class to check for the whole classes comprehension of the different greenhouse structures.
p. 7
order to succeed?
Content: The students will be provided with both visual and audio
-Connected context of these words. If students are unsure of an exact
-Free-standing definition of the word, definition’s and further examples will be
-Lean-to provided.
-Quonset
-Cold frame
-Curved cave
-Even span
-Gutter connected
-Greenhouse range
-Attached even span
-Window mount
-High tunnel
-Hoop house
Analyze, categorize, identify The students should have prior knowledge of these words from
previous lessons. If it is apparent that students are struggling
to apply these language demands, they will be provided with
past examples of how they were used and current examples
about the present lesson.
Equations, Tables
Pictures of greenhouse structures Students will have their partner sitting next to them to help
Graphic organizer them categorize the images. A review/check will be conducted
the following day to help students make sure they understand
the categories that the images are supposed to go in.
p. 8
students.
The syntax in this lesson has been used across previous For students who might struggle with the identification process
lessons. Students will be demonstrating their abilities of items based off a photo, they will have a classmate to
to identify and analyze images based off their physical support them and can also receive a printed copy of the
appearance. Students will need to be able to explain images. Students will also receive additional explanation of the
and compare and contrast the types of structures that structures prior to beginning the project segment of this unit to
are presented to them. help support them in the justification of their structure choice.
this lesson?
Students will be communicating the differences of The teacher will give advanced explanations of greenhouse
greenhouse structures. These structures will be structures to support students.
categorized in students’ notes and they will need to be
able to explain why they fit into those categories.

1. Greenhouse design powerpoint, greenhouse design note sheet.
2. Have SmartBoard note sheet open, greenhouse unlocked, have PowerPoint up for images, note sheet printed,
supply boxes on tables, notebook box out.

the lesson.)
0-5 min Students will be welcomed to class. They will be instructed to get out their notebooks for class.
Bell ringer: Why are California, Florida, Texas the tops states for greenhouse production and NOT NY,
Pennsylvania or other new England states?
Opener: students will be asked to think about as many different types of greenhouse structures that they can
think of.
p. 9
5-10 Students will be writing down three types of Asking students to write down three types of greenhouse
greenhouse structures that they know. structures that they know.
Once students have written down the three structures
they know, the class will go around and say one of the
structures that they are familiar with.
10-15 Students will be collecting the greenhouse Teacher will then hand out greenhouse design organizer
structure organizer to put in their notebooks. for students’ notes to put in their notebooks.
15-35 Students will begin taking notes on greenhouse Once students have placed the graphic organizers in their
structures. notebooks, the teacher will then begin the PowerPoint on
greenhouse structures. Students will be instructed to write
down the types of structures and try to fit them into the
categories in their graphic organizer.
Class
Inclusiveness
Universal Design
1. This lesson is represented to students through images of greenhouses. Allowing students to visually see the different
types of structures and how they look and function compared to other structures will give them to build greater
comparison and justification skills to apply towards their final project.
2. This lesson gives students action and expression through working constructively with putting their note taking graphic
organizer in their notebook.
3. This lesson provides students with engagement in their note taking skills and engaging with their notes as the
PowerPoint is presented to them. This lesson also allows for student discussion, where students will be able to
demonstrate their prior knowledge about the subject area.
(min) Needs Examples: Examples: Struggling
working above grade
level, etc.
Learning Disabilities Multiple Disabilities
0-5 Students will be getting Students will be getting ready and
ready and getting getting notebooks out for class.
5-10 Students will be Students will be monitored and
monitored. possibly prompted to help them think
about structures they may be familiar
with.
10-15 Students will be Students will be assisted in pasting
monitored. organizer in notes. Students may
need support with basic tactical skills.
15-35 Students will be Students will be reminded and
monitored for note prompted with specific note taking
p. 10
taking and given ques.
supplemental aid.
35- Students will be Students will be supported by their
end supported by their partners and monitored by the
partners and monitored teacher and support aids. They will be
by the teacher in the providing supportive instructions for
greenhouse. students to make sure they take care
of all greenhouse duties.

Students will be graded on their overall ability to complete their graphic organizers in their notes. At the end of this
learning segment, their notebooks will be inspected and given a star sticker for their proper completion of their notes.
Grading their notebooks holds accountability to recording class information. Students overall summative assessment will
be on a final project where they will bring together all the information they have learned across the first week. Students
will be graded on their overall participation, collaborative group work, and design of their greenhouse and justification of
design.
Lesson Reflection


Question:
Lesson Title or Topic: What makes a greenhouse?
Connections
study
p. 11
Greenhouse structures/structural What makes a greenhouse? Greenhouse materials
design
Safety

AFNR
materials
structures
lesson.
p. 12
SWBAT analyze different Teacher questioning Students will need to include specific
materials used to construct -Notebook check materials in their final project and
greenhouses. justify their choices.
Students will be questioned about what components go into greenhouse construction. They will be asked to analyze the
school greenhouse similar to what they did in the introductory lesson. The teacher questioning will allow the teacher to
see if students already have a basic knowledge of what the lesson is about. If students do not demonstrate a basic
knowledge, the teacher will cover more in depth notes and review the concepts the following day with students.

order to succeed?
Content: The students will be provided with visual representations of the
-Support vocabulary to help them identify the vocabulary with a visual
-Foundation object.
-Ventilation
-Heating system
-Supplemental lighting
-Covering/glazing

Identify, compare and contrast The students will have prior knowledge of how to use these
language demands. If students demonstrate that they are
struggling with applying these language demands to this lesson,
they will be supported with a definition and example from
previous lessons and examples related to the current lesson.
Equations, Tables
Photos of different systems that construct a greenhouse The photos will be used to demonstrate to students how to
Graphic organizer identify different components that make up a greenhouses
construction. The graphic organizer will support the students in
organizing their notes.
p. 13
students.
Students will need to be able to complete their For students who may need extra support in completing the
organizers in their notebooks in compare advantages syntax of this lesson, they will be given assistance in completing
and disadvantages of materials that go into greenhouse their notes and graphic organizer.
construction.
this lesson?
Students will need to be able to communicate the The students will be supported by the teacher in gaining
different aspects of greenhouse construction and greater communication skills through giving them examples
analyze the advantages and disadvantages of specific and allowing them to provide their own and giving feedback.
materials that go into greenhouse design.

1. Smartboard note sheet, images of systems in greenhouses, graphic organizer for notes.
2. Have SmartBoard note sheet up, projector on

Describe, in detail, the steps you will follow in the lesson, attending to both what you will be doing and what the students will
be doing. Boldface all procedures where you are monitoring student understanding using formative assessments.
(Motivation for lessons should be interesting, age-level appropriate, brief, and directly related to the learning objectives of the
lesson.)
0-5 min Students will be welcomed to class. They will be instructed to get out their notebooks for class.
Teacher will conduct a quick review with students about what they learned in class yesterday and how it relates to
todays lesson.
Opener: students will be asked to think about what types of systems/essential components are necessary to
construct a greenhouse.
Students will turn and talk with a partner. (Given 2minutes to discuss)
Teacher will be monitoring students’ discussions and providing support when necessary.
Time (in List the next steps of your lesson. Provide detailed description of what teacher and students will be doing. Boldface
minutes) those procedures where teacher is monitoring student understanding during the lesson. (Your planned formative
assessments from above should show up In this section as part of your lesson procedures. You should include IF-
p. 14
THEN-ELSE steps [e.g. IF 85% or more of the students respond to the think-pair-share question correctly THEN I will
move on to the next question ELSE I will have students form pairs and discuss their responses and then repoll the
class). Write lesson plan procedures so that another teacher could pick up your plans and actually accomplish your
objectives for the class period. (Hint: The following procedural terms are too vague: introduce, discuss,
review. How will you introduce something new? How will you organize discussion, and what questions will you
ask? How will you conduct a review?)
5-10 Students will be writing down one idea they Teacher will be calling class back together. Pairs will then be
came up with. instructed to write down one of the ideas they thought would
Students will then be sharing with another pair be a system/essential component to a greenhouses design.
next to them the idea they wrote down and Once students have written down their thought, they will turn
discussing why they thought it was important to to another pair next to them and share their ideas.
greenhouse design.
10-15 Students groups will be sharing their ideas with Teacher will be calling the class back. Teacher will then be
the rest of the class. instructing students to share what their groups talked about
and thought was important to greenhouse design.
15-35 Students’ will be getting out their notebooks Class will transition to notes on the smartboard where the
and starting to write a list of the different parts teacher will begin putting up some of the student-generated
of greenhouse construction/structures. ideas that are parts of greenhouse construction. Ideas that
students may not thought about or came up with will also be
put up on the board at this time.
Class
Inclusiveness
Universal Design
1. This lesson is represented to students through images of greenhouses. Allowing students to visually see the different
types of structures and how they look and function compared to other structures will give them to build greater
2. This lesson gives students action and expression through working interactively with their notes.
working above grade
level, etc.
0-5 Students will be getting Students will be getting ready and
ready and getting getting notebooks out for class.
5-10 Students’ will be Students will be supported by
supported by their partners and support staff. Students
partners. will be given additional direction
support by the teacher.
p. 15
10-15 Students’ will be Depending on students ability level
supported by their they maybe called on to share their
partners. groups response.
15-35 Students will be Students will be reminded and
monitored for note prompted with specific note taking
taking and given ques.
supplemental aid.
35- Students will be Students will be supported by their
end supported by their partners and monitored by the
partners and monitored teacher and support aids. They will be
by the teacher in the providing supportive instructions for
greenhouse. students to make sure they take care
of all greenhouse duties.

design.
Lesson Reflection


Question:
Lesson Title or Topic: Greenhouse Materials
p. 16
Connections
study
What makes a greenhouse? Greenhouse materials Greenhouse heating and flooring
Safety

AFNR
materials
structures
p. 17
lesson.
SWBAT compare and contrast Notebook grade for completion Students will need to be able to
materials used in greenhouse of graphic organizer present the advantages of their
construction. material selection.
Students will be questioned about what types of building materials that they are familiar with. They will be asked to
analyze the school greenhouse building materials. The teacher questioning will allow the teacher to see if students already
have a basic knowledge of what the lesson is about. If students do not demonstrate a basic knowledge, the teacher will
cover more in depth notes and review the concepts the following day with students.

order to succeed?
-Aluminum vocabulary to help them identify the vocabulary with a visual
-Wood object.
-PVC pipe
-Steeling tubing
-Glass
-Plastic film
-Rigid Plexiglas
Identify, Compare and contrast The students will have prior knowledge of how to use these
Equations, Tables
Photos of different types of materials. The photos will be used to demonstrate to students how to
Drawings of different types of materials. identify different components that make up a greenhouses
p. 18
students.
and disadvantages of materials. their notes and graphic organizer.
this lesson?
different aspects of greenhouse materials and analyze greater communication skills through giving them examples
the advantages and disadvantages of specific materials. and allowing them to provide their own and giving feedback.

1. Smartboard note sheet, note taking graphic organizer

the lesson.)
0-5 min Opening: Teacher will be telling students that they will need their notebooks for the class today.
They will be given graphic organizer for their notes. They will be cutting and pasting this organizer in their
notes.
Teacher will be monitoring for student completion.
p. 19
5-20 Students will be taking note in their graphic Teacher will begin notes with students once they have
organizers. completed putting organizer in their notes.
Students will be asked to think critically about Teacher will be covering framing materials and glazing
the advantages and disadvantages about the materials with students. Students will be generating
types of materials that can be used as framing advantages and disadvantages of each type of material
and glazing. that fits into the two categories.
20-25 Students will be called on to name different Students will then have quick review of greenhouse
types of greenhouses and what type of structures supplemented with video of greenhouse
coverings they use. structures.
They will then watch one-minute review of https://www.youtube.com/watch?v=NXEi-RuNWMo
greenhouse structures and glazing’s.
25-End of Students will be working in the greenhouse to give more extensive care to their plants and hydroponic
Class systems that they built last marking period. On Thursdays or Fridays students have to fertilize their
hydro/aqua-ponic systems
Inclusiveness
Universal Design
1. This lesson is represented to students through images of specific greenhouses. Allowing students to visually see the
different types of materials and how they look and function compared to other materials will give them greater
working above grade
level, etc.
0-5 Students will be getting ready Students will be getting ready and
and getting notebooks out getting notebooks out for class.
for class.
5-20 Students will be monitored Students will be reminded and
for note taking and given prompted with specific note taking
supplemental aid. ques.
20-25 Will need to attempt to Will need to attempt to answer
answer review question. review question. Teacher will be
Teacher will be trying to trying to accommodate safe space
accommodate safe space for for all students to answer review
all students to answer review questions.
p. 20
questions.
25- Students will be supported by Students will be supported by their
end their partners and monitored partners and monitored by the
by the teacher in the teacher and support aids. They will
greenhouse. be providing supportive instructions
for students to make sure they take
care of all greenhouse duties.

design.
Lesson Reflection


Question:
Lesson Title or Topic: Greenhouse heating and flooring
Connections
study
p. 21
Greenhouse materials Greenhouse heating and flooring Intro to greenhouse design project
Safety

AFNR
materials
structures
lesson.
p. 22
SWBAT compare and contrast Notebook grade for completion Students will need to be able to
materials used in greenhouse of graphic organizer present the advantages of their
construction. material selection.
Students will be questioned about what types of heating and flooring options they are familiar with. They will be asked to
analyze the school greenhouse heating system and the types of flooring used in it and analyze its advantages and
disadvantages. Questioning the students will allow the teacher to know if the students already have a basic knowledge of
what the lesson is about. If students do not demonstrate a basic knowledge, the teacher will cover more in depth notes
and review the concepts the following day with students.

order to succeed?
-Concrete vocabulary to help them identify the vocabulary with a visual
-Wood object.
-Gravel
-Propane fuel
-Wood
-Boiler
-Passive
Identify, Compare and contrast The students will have prior knowledge of how to use these
Equations, Tables
Pictures of different heating and flooring options The photos will be used to demonstrate to students how to
identify different components that make up a greenhouses
p. 23
students.
and disadvantages of materials. their notes and graphic organizer.
this lesson?
different aspects of greenhouse materials and analyze greater communication skills through giving them examples
the advantages and disadvantages of specific materials. and allowing them to provide their own and giving feedback.

1. SmartBoard note sheet, graphic organizer

the lesson.)
0-5 min Opening: Teacher will be telling students that they will need their notebooks for the class today.
They will be given graphic organizer for their notes. They will be cutting and pasting this organizer in their
notes.
Teacher will be monitoring for student completion.
p. 24
5-20 Students will be taking notes in graphic Teacher will be starting notes on heating and flooring
organizer. options of greenhouse construction.
Students will be analyzing the advantages and
disadvantages of each type of material that can be used for
heating and flooring.
20-25 Students will be called on to answer review Teacher will begin review of notes from the week.
questions.
25-30 Students will be checking notes as teacher Teacher will be giving stickers to students who have notes
comes around and gives stickers for completion completed.
of materials notes.
30-End of Students will be given time in the greenhouse to take care of plants before weekend.
Class
Inclusiveness
Universal Design
1. This lesson is represented to students through images of specific greenhouses. Allowing students to visually see the
different types of materials and how they look and function compared to other materials will give them greater
working above grade
level, etc.
0-5 Students will be getting ready Students will be getting ready and
and getting notebooks out getting notebooks out for class.
for class.
5-20 Students will be monitored Students will be reminded and
for note taking and given prompted with specific note taking
supplemental aid. ques.
20-25 Will need to attempt to Will need to attempt to answer
answer review question. review question. Teacher will be
Teacher will be trying to trying to accommodate safe space
accommodate safe space for for all students to answer review
all students to answer review questions.
questions.
25-30 Student will be supported by Student will be supported by Para-
teacher in additional professional to cross-check students
monitoring of notebook notes and provide supplemental
completion. notes that they maybe recording for
p. 25
the student.
30- Students will be supported by Students will be supported by their
end their partners and monitored partners and monitored by the
by the teacher in the teacher and support aids. They will
greenhouse. be providing supportive instructions
for students to make sure they take
care of all greenhouse duties.

design.
Lesson Reflection


Question:
Lesson Title or Topic: Intro to greenhouse design project
Connections
study
p. 26
Greenhouse heating & flooring Intro to greenhouse design project Work day(s) for project
Safety

AFNR
materials
structures
lesson.
SWBAT demonstrate their  Students will be evaluated Students will need to be able to present
p. 27
knowledge of greenhouse by their peers. their knowledge applied to the final
materials and structures in a  Students will be evaluated project. (Meet rubric requirements)
model. by their planning guide
If students do not meet the learning objectives above, students will be taught key parts that they do not understand.
Students will be given a greater explanation of what each concept means that they do not understand through guided
research on the computer and through teacher explanation. Students will also be supported by their group members in
explaining the learning objects.

with how to demonstrate their knowledge in models that they create. Language supports that will be provided to help
students are built into their final rubric that they will be familiar with. Students are also familiar with how to justify their
knowledge and they will be supported through extensive time for planning and analysis of their model that will support
them in their justifications. Students have previously had a week long learning segment comparing the advantages and
disadvantages of different greenhouse building materials. Students will be able to draw some of their justifications from
these notes.
order to succeed?
-Design type Students will be familiar with these terms from the previous
-Framing learning segments. Students will have a review session prior to
-Covering beginning this lesson. If a student is struggling with these
-Flooring terms, the teacher and their group will support them in
-Heating defining these terms in accordance to their project design.
-Budget
-Crops
Demonstrate in a model Students will be supported by planning prompts that are given
to help structure their planning and provide accommodations.
These prompts will give students better organization in their
planning and ability to clearly demonstrate the model.
Equations, Tables
Rubrics Students will be given rubrics for this project to provide them
with transparency about the expectations required of them to
complete the project. If a student needs support they will be
given extra time to read the rubric and given clear and specific
explanations from the teacher.
p. 28
students.
Students will able to talk about their greenhouses in a Students will be supported in this language notes that they
manner similar to an engineer or contractor who would have previously taken in class. Students will also be supported
be familiar with building materials and construction in the conversations with their teacher and team members.
design. Students will be expected to write their papers
in a fashion similar to this and discuss their greenhouse
design with their peers like this also.
this lesson?
All documents are written in a specific format so the Students will be supported by time that is built into the lesson
students have transparency of what is expected of them for independent reading of rubrics and followed by time for
over the course of the learning segment. Students will question and answer about what the requirements are.
be able to view these transparences through the project Students will also be supported by them team members in
rubrics and need to be able to understand and meet understanding and meeting these requirements.
these requirements.

1.
Project rubric
Intro to project outline/handout
Planning sheet
Create groups
2.
Print out copies for students (25)
Have group list prepared

the lesson.)
p. 29
0-5 min Students will be returning from the weekend, and on Mondays I go around and ask how every students
weekend was.
5-10 Students will move into their assigned groups. Students will be asked to gather into groups, following that
Following that they will be listening to they will be introduced to the project they will be
instruction about what they will be doing for constructing over the next week.
the project.
10-25 Students will be listening to the teacher. Once students have been introduced to the project, the
They will be receiving the handouts for the day. teacher will then hand out the intro page that tells about
Students will then be cutting and pasting their the requirements for the project. Students will also be
handouts in their notebook. given the grading rubric at the same time. Following that
Following that they will be silently reading both they will be given 10 mins silent work time to complete the
handouts and thinking of questions to ask their task of placing the papers in their notebooks and read both
partner and the teacher. papers.
25-30 Students will be asking the teacher any Teacher will be accepting and answering any questions
clarifying questions they have about the that students have about the project.
instructions for the project.
30-40 Students will be working with their team Teacher will be handing out to students the planning sheet
members to complete their planning sheet to that they will need to complete in class with their group
begin organizing their ideas for the following and also place in their notebooks.
learning segment. Teacher will be walking around and monitoring students’
progress and answering any additional questions they
have.
40-End of Students will be given this time to complete their planning sheet if they did not already by this point.
Class Students who are finished five minutes prior to class ending will be given time to go into the greenhouse and
take care of their plants.
Inclusiveness
Universal Design
1. This lesson is represented to students through kinestic design and creation of their own greenhouse models. Allowing
students to thoroughly explore different types of greenhouse by constructing their own models gives students the
opportunity to create their own representation of a greenhouse.
2. This lesson gives students action and expression through working collaboratively in groups to design their own
greenhouse models. Students are given a multitude of different types of materials that they will need to craft into
different types of materials that are used in greenhouse construction and design.
3. This lesson provides students with engagement opportunities to work constructively with their group on a project that
has high engagement opportunities.
Time IEP / 504 Plans
p. 30
(min)
Learning Disabilities Multiple Learning Disabilities
Opening Students will be supported by different visual Students will be supported by different visual aids to
aids to direct them to their group members. direct them to their group members. Students will also
be shown visually and introduced to their team
members.
Learning Students will be supported by their group Students will be supported by the teacher, their aide(s)s
Segment members during their reading and and their team members. These students will be
comprehension of the instructions. Students will monitored for support and differentiated feedback from
be spoken to individually for any additional the instructor. Some individuals may also have the
clarifying questions they may have. instructions read to them from an aide.
Closing Students will be given extra time if necessary to Students will be given extra time to complete there
complete there planning guide. planning guide with their team members. These
students will be encouraged to use a computer to help
them with their planning guide.

Students will be assessed based on their abilities to work together with their groups. Students will also be graded on their
overall participation throughout the project.
Students will also be graded based on their overall projects and they ability to complete their model based on the rubric
they have been given at the beginning of the learning segment. Allowing students to read the rubric during a designated
silent reading period will make the expectations of the project transparent to them.
Lesson Reflection
(7, 8, 9) Lesson Plan Format for Science Teacher Education Candidates


Question:
Lesson Title or Topic: Work day(s)
p. 31
Connections
study
Intro to greenhouse design project Work Day(s) Presentation day
Safety
 Safety when working with greenhouse building materials
 Safe practice with scissors and other tools

AFNR
materials
structures
p. 32
lesson.
SWBAT justify the materials, Students will be evaluated by their Students will need to be able to justify the
purpose and function of their peers. choices they made for their greenhouse
greenhouse design. design of the final project. (Meet rubric
requirements)
If students do not meet the learning objectives above, students will be taught key parts that they do not understand.
Students will be given a greater explanation of what each concept means that they do not understand through guided
research on the computer and through teacher explanation. Students will also be supported by their group members in
explaining the learning objects.

these notes.
order to succeed?
-Budget
-Crops
Demonstrate with a model Students will be supported by planning prompts that are given
Justify with evidence to help structure their planning and provide accommodations.
These prompts will give students better organization in their
planning and ability to clearly demonstrate the model.
Equations, Tables
p. 33
Rubrics Students will be given rubrics for this project to provide them
students.
this lesson?
these requirements.

1. All materials will be out on the front table, making sure that all materials for the project have been
gathered.
-Balsa wood, heavy gauge wire, clear plastic salad containers, string, foil, plastic wrap, “basket of stuff”,
etc.
Feedback forms
2. Materials are out to build greenhouses.

p. 34
the lesson.)
Day 6 Opening: students will be asked to get into their groups
0-5 min Each group will be given their foam board that will act as their “foundation”.
Students will then be introduced to some of the materials that they will be using over the following days to
build their model greenhouses.
5-30 Students are working in groups planning and Teacher will ask each team what their progress was for the
beginning to construct their greenhouses. planning sheet.
One student from each group will be the foam Teacher will then be instructing one member to gather
base and other materials for the group. their foam base once they have finalized their plans.
Students will be working on building model Teacher will be monitoring student’s progress with models
and providing constructive feedback.
30-end of Students will begin finalizing their progress for Teacher will be giving students 10 & 5-minute warnings for
class the day and starting to pick up project, put clean up and finding a good stopping point with project.
away materials and cleaning up workspace.
Day 7 Students will be getting seated and listening to Teacher will be greeting students and having them get
0-5min instructions for the day for the teacher. seated before they get their projects out. Once students
are seated teacher will review due date, and other
reminders for students while working on the project.
5-25min Students will be working with their teams to Teacher will be monitoring students as they work on their
complete their projects. projects providing support and feedback as necessary.
25-30min Students will be completing group progress Teacher will be handing out group progress reports to
report and handing into teacher. receive feedback from students on how they are
progressing with the project.
30- end Students will begin finalizing their progress for Teacher will be giving students 10 & 5-minute warnings for
of class the day and starting to pick up project, put clean up and finding a good stopping point with project.
away materials and cleaning up workspace.
Day 8 Students will be getting seated and listening to Teacher will be greeting students and having them get
0-5 min instructions for the day for the teacher. seated before they get their projects out. Once students
are seated teacher will review due date, and other
reminders for students while working on the project.
5-15min Students will be listening to the procedure for Teacher will be introducing students to the presentation
tomorrow’s presentations. protocol for the following lesson.
Students will be presenting their projects in a gallery walk.
15-30 Students will be finalizing their projects. Teacher will be monitoring students as they finish their
projects.
30-End of Teacher will be giving students warnings for end of class and to put finishing touches on their projects so they
Class will be ready to present the following day.
Inclusiveness
Universal Design
p. 35
1. This lesson is represented to students through kinestic design and creation of their own greenhouse models. Allowing
students to thoroughly explore different types of greenhouse by constructing their own models gives students the
opportunity to create their own representation of a greenhouse.
2. This lesson gives students action and expression through working collaboratively in groups to design their own
greenhouse models. Students are given a multitude of different types of materials that they will need to craft into
different types of materials that are used in greenhouse construction and design.
3. This lesson provides students with engagement opportunities to work constructively with their group on a project that
has high engagement opportunities.
(min)
Day 7 Students will be monitored by the teacher and Students will be monitored and supported by their
given supports to help keep them on task. teammates. These students will have additional support from
Accommodations will be made as necessary as an aide that is in the classroom. Students will be given
they progress through the project. feedback and differentiated accommodations to help them in
completing the project.

Students will be assessed based on their abilities to work together with their groups. Students will also be graded on their
overall participation throughout the project.
Students will be given a progress form on day 8 that will help the teacher assess the progress that there team is making on
the project. The teacher will use this form to informally assess students’ progress and monitor the pacing of the lesson.
Lesson Reflection
p. 36


Question:
Lesson Title or Topic: Greenhouse design presentation
Connections
study
Work days Greenhouse design presentation Plant propagation
Safety

AFNR
materials
structures
p. 37
lesson.
SWBAT demonstrate their  Students will be evaluated Students will need to be able to present
knowledge of greenhouse by their peers. their knowledge applied to the final
materials and structures in a  Students will also be project. (Meet rubric requirements)
model. evaluated by their planning
guide.
SWBAT justify their selection and  Students will be evaluated Students will need to be able to justify the
purpose of greenhouse design by their peers. choices they made for their greenhouse
through visual, written and verbal design of the final project. (Meet rubric
explanations. requirements)
By checking students’ notebooks after the school greenhouse analysis, I will be able to determine the information they
were able to take away from that portion lesson and how in depth they were able to analyze the schools greenhouse
structure. If students’ notes do not demonstrate that they are able to meet this learning objective, a more in depth lesson
on the components of greenhouses will follow. This information will also be more closely related to the schools
greenhouses so students have a better frame of reference and can visual some of the structures that are apart of
greenhouse design.

p. 38
these notes.
order to succeed?
-Budget
-Crops
Describe Students will be able to reference their rubrics to help them
Justify with evidence understand the required items that they need to describe
during their presentations.
Additionally, students will be supported with their justifications
from they notes take the previous week, teacher explanation,
and using the computer to research supporting information.
Equations, Tables
Grading rubrics Students will be given rubrics for this project to provide them
students.
p. 39
this lesson?
these requirements.

1. Purchase three different color sticky notes for each student in the class
Project rubrics
Individual and group self assessment forms
2. Print and have ready project rubric and individual/group self assessment forms

the lesson.)
0-10 min Opening: students will be introduced to the format that they will be presenting their greenhouses.
Students will be participating in a gallery walk to showcase their projects.
Students will be given three different colored sticky notes. These will be used to place on other groups
posters to provide feedback for the selected group.
10-15 Students will be setting up their presentations Teacher will be helping facilitate students in setting up
their greenhouse projects.
15-25 Groups will be evaluating each other’s in the Teacher will be facilitating and grading groups projects as
gallery walk. students participate in the gallery walk.
25-35 Groups will be switching in the gallery walk to Teacher will be facilitating and grading groups projects as
evaluate the other groups. students participate in the gallery walk.
35-End of Students will be gathering back in their groups and then reading the feedback they were provided from other
Class students. Groups will then be given their group feedback forms to grade themselves and their teammates.
p. 40
Inclusiveness
Universal Design
1. This lesson is able to provide students with representation through viewing and evaluating their other classmate’s
greenhouses in the gallery walk.
2. Students will be to express themselves during this lesson through active participation in the gallery walk.
3. Students will be able to engage in the lesson through active participation in the gallery walk. This lesson will be highly
intensive to students’ attention.
(min)
0-10 Students will be given support from the teacher and aide in Students will be given support from the
setting up their project. teacher and aide in setting up their project.
10-30 Students will be able the complete the gallery of walk with Students will be able the complete the gallery
assistance of aide. of walk with assistance of aide.
Students will also be given sentence stems to help them Students will also be given sentence stems to
provide constructive feedback to other groups. help them provide constructive feedback to
other groups.
30-end Students will be provided reading and comprehension Students will be read the feedback forms to
of class supports in understanding the feedback forms that they help them fill them out.
will be completing.

Lesson Reflection
p. 41

Lesson Plan Format For Science Teacher Education Candidates Ithaca College School of Humanities and Sciences

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Lesson Plan Format For Science Teacher Education Candidates Ithaca College School of Humanities and Sciences

Hochgeladen von

Copyright:

Verfügbare Formate

(1) Lesson Plan Format for Science Teacher Education Candidates

Ithaca College School of Humanities and Sciences

Instructor: Alexis Halstead

State/National/Common Core/NSES/NSTA/NGSS/AFNR Standards

Academic Language Demands

Advanced Preparation for the Lesson

Lesson Procedures: Instructional Strategies/ Learning Tasks

Assessment Evaluation Methods

How effectively did I promote a positive learning environment? How do I know?

How well did I engage students in learning? How do I know?

What changes would I make to my instruction to improve student learning? Why?

Rev. 4/26/2018 by Michael “Bodhi” Rogers

(2) Lesson Plan Format for Science Teacher Education Candidates

Instructor: Alexis Halstead

State/National/Common Core/NSES/NSTA/NGSS/AFNR Standards

Objectives and Assessments

Advanced Preparation for the Lesson

Lesson Procedures: Instructional Strategies/ Learning Tasks

Assessment Evaluation Methods

How effectively did I promote a positive learning environment? How do I know?

How well did I engage students in learning? How do I know?

What changes would I make to my instruction to improve student learning? Why?

(3) Lesson Plan Format for Science Teacher Education Candidates

Instructor: Alexis Halstead

State/National/Common Core/NSES/NSTA/NGSS/AFNR Standards

Academic Language Demands

Language demands – Function Language supports

Advanced Preparation for the Lesson

Lesson Procedures: Instructional Strategies/ Learning Tasks

Assessment Evaluation Methods

How effectively did I promote a positive learning environment? How do I know?

How well did I engage students in learning? How do I know?

What changes would I make to my instruction to improve student learning? Why?

(4) Lesson Plan Format for Science Teacher Education Candidates

Instructor: Alexis Halstead

State/National/Common Core/NSES/NSTA/NGSS/AFNR Standards

Academic Language Demands

Advanced Preparation for the Lesson

Lesson Procedures: Instructional Strategies/ Learning Tasks

Assessment Evaluation Methods

How effectively did I promote a positive learning environment? How do I know?

How well did I engage students in learning? How do I know?

What changes would I make to my instruction to improve student learning? Why?

(5) Lesson Plan Format for Science Teacher Education Candidates

Instructor: Alexis Halstead

State/National/Common Core/NSES/NSTA/NGSS/AFNR Standards

Academic Language Demands

Advanced Preparation for the Lesson

Lesson Procedures: Instructional Strategies/ Learning Tasks

Assessment Evaluation Methods

How effectively did I promote a positive learning environment? How do I know?

How well did I engage students in learning? How do I know?

What changes would I make to my instruction to improve student learning? Why?

(6) Lesson Plan Format for Science Teacher Education Candidates

Instructor: Alexis Halstead

State/National/Common Core/NSES/NSTA/NGSS/AFNR Standards

Academic Language Demands

Advanced Preparation for the Lesson

Lesson Procedures: Instructional Strategies/ Learning Tasks

Assessment Evaluation Methods

How effectively did I promote a positive learning environment? How do I know?

How well did I engage students in learning? How do I know?

What changes would I make to my instruction to improve student learning? Why?