Section Three Part 6

Artifact #5: Science Lesson Plan
The fifth artifact that I have included for this section is a science lesson plan that I
developed as part of a unit plan with two colleagues during our course Education Method of
Teaching: Math and Science at Medaille College. The lesson plan was targeted for grade 4
students that covered various science standards from the Ontario Curriculum for the elementary
level as well as Next Generation Science Standards as we studied the speed and energy of
volcanoes. The lesson plan was created to engage students to think as scientists with the goal of
solving a problem while using scientific processes. The central focus of the learning segment is
to prepare students for scientific investigation using safe science inquiry and appropriate use of
vocabulary and discourse. The students also applied this knowledge through diagramming and
testing the recreation of a volcano. This lesson plan was included as an artifact because it
portrays my competencies as a teacher candidate; which entail planning, instruction, assessing,
classroom management, questioning techniques, student engagement, monitoring student
learning and knowledge of the content. During all classroom experiments, it is essential that
students acknowledge and understand classroom safety rules and ensure that the classroom
environment is safe and free of any possible hazards. This lesson plan demonstrates my ability to
manage my time effectively as the instructional procedures and safety rules were discussed, to
meet the objectives outline in the lesson plan, provide concise and clear directions and use
effective classroom management skills to monitor student behavior and learning. Below you will
find the professional standards and curriculum that relate to this artifact.
MSED ELEMENTARY PORTFOLIO PROJECT 2
Connections to Standards
DOE/CAEP Standards
Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.
Claim 3: Medaille College graduates are caring educators.
1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate
progression level(s) in the following categories: the learner and learning; content;
instructional practice; and professional responsibility.
Council for Exceptional Children (ECE)
Special Education Professional Ethical Principles
2. Maintaining a high level of professional competence and integrity and exercising
professional judgment to benefit individuals with exceptionalities and their families.
INTASC Standards
Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the community context.
7(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate
strategies and accommodations, resources, and materials to differentiate instruction for
individuals and groups of learners.
New York State of Ethics for Educators
Principle 2: Educators create, support, and maintain challenging learning environments
for all.
Educators apply their professional knowledge to promote student learning. They know
the curriculum and utilize a range of strategies and assessments to address differences. Educators
develop and implement programs based upon a strong understanding of human development and
learning theory. They support a challenging learning environment. They advocate for necessary
resources to teach to higher levels of learning. They establish and maintain clear standards of
behavior and civility. Educators are role models, displaying the habits of mind and work
necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning
individuals who reflect upon and monitor their own learning.
Ontario Ministry of Education Standards
Grade 4: Understanding Life Systems, Habitats and Communities
2. Developing Investigation and Communication Skills
2.1 - follow established safety procedures for working with soils and natural materials
(e.g., wear gloves when handling soils to set up a working terrarium).
Grade 3: Understanding Eat and Space Systems, Soils in the Environment
2. Developing Investigation and Communication Skills
2.4 - use technological problem-solving skills (see page 16), and knowledge acquired
from previous investigations, to design and build a strong and stable structure that serves a
purpose.
Next Generation Science Standards
Energy
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy
of that object.
Ontario College of Teachers
Care: The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.

Medaille College Department of Education

Lesson Plan
Teacher Candidate’s Name: Isabella Scarcella Date: March 10th, 2019
Context for Learning (edTPA)
Where is the school where you are teaching located? City: X Suburb: _______ Town:_______ Rural: ______
Grade level: 4 Number of students in the class: 24
Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Students Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs
 Large exercise ball instead of a chair or a wobble cushion
for chair
504/ADHD 1  Sensory break or break provided when needed
 Preferential seating at the front of classroom
 Provide fidget tools: thinking putty, small squeeze ball
 Directions read out loud in a clear fashion
Students with Specific Language Needs
Language Needs Number of Students Supports, Accommodations, Modifications
•30-minute pull out daily with ESL Teacher, 30-minute pull
English Language Learners 2 out daily with reading teacher
•Preferential seating in the front of the classroom or near the

teacher
•Teacher will give frequents checks for understanding
•Pre teaching important vocabulary/information using word

walls, graphic organizers, handouts and images
•Simplify and repeat instructions
•Chunk tasks into smaller parts at a time
•Allow extra time in class to complete tasks
•Check for understanding Provide handouts of lessons for

note taking or references
•Allow for material to be read aloud

Students with Other Learning Needs

Other Learning Needs Numbers of Students Supports, Accommodations, Modifications
•30 minute pull out daily with reading teacher
Struggling Readers 3
•Preferential seating in the front of the classroom or near the
teacher
•Teacher will give frequents checks for understanding
•Pre teaching important vocabulary/information using word

walls, graphic organizers, handouts and images
•Simplify and repeat instructions
•Chunk tasks into smaller parts at a time

•Allow extra time in class to complete tasks
•Check for understanding
•Provide handouts of lessons for note taking or references
•Provide breaks as needed
 Allow for material to be read aloud

Lesson 2 of a 3 Day Learning Segment
Subject and Lesson Topic: Building A Volcano – Instructional Procedure
Grade Level: 4 Lesson Duration: 45 minutes
Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of the learning segment is to prepare students for scientific investigation using safe science inquiry and appropriate use of
vocabulary and discourse. The students apply this knowledge through diagramming and testing the recreation of a volcano.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
 Students have a familiarity of conducting experiments

 Students understand scientific vocabulary and have used scientific journals to log their ideas
Students have completed two (2) lessons as part of this lesson segment. One lesson on the history of volcanoes, and the second lesson where
students extended their scientific vocabulary and determined which volcano their groups want to recreate (Mount Etna, Mount Vesuvius, or
Mount Saint-Helens).
Building on prior knowledge from their two (2) prior lessons, students understand what a volcano is, how volcanoes work and their components,
where live volcanoes are currently located and what causes an eruption. Students will have done some research on their chosen volcanoes that
they will construct in the final lesson of this learning segment.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Students will use their knowledge of scientific experiments to demonstrate their understanding of the safety procedures of scientific inquiry.
Students will use their knowledge of volcanos, appropriate scientific vocabulary and scientific investigation to identify the materials and
procedures to build construct their volcanos.
Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
Students in the class like to conduct experiments and enjoy cause and effect activities. They enjoy working in groups and having opportunities to
collaborate in learning and group. Students are starting to develop a strong understanding of geographic features and its properties.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
The teacher will use this knowledge to engage the students with their natural curiosity of cause and effect events while learning about the
concepts of volcanoes.
Curriculum Standards
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.
Ontario Curriculum: Grade 4 – 2.2.1. Follow established safety procedures for working with soils and natural materials
Ontario Curriculum: Grade 3 – 2.2.4. Use technological problem-solving skills and knowledge acquired from previous investigations, to design
and build a strong and stable structure that serves a purpose.
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that identify Using formal and/or informal assessment tools, how will If applicable, explain how you will adapt assessments
what students will be able to do by the end of the lesson you evaluate and document your students’ progress on to allow students with specific needs to demonstrate
and are aligned to the standards identified above. each of the objectives? their learning.
(edTPA Task 1, Prompt 5b)
Student will be able to identify items required Students will use the instructional procedure  The teacher will have the materials
to build a volcano by using their prior on constructing a volcano and pulling from and construction procedure listed
knowledge on volcanoes and instructional prior knowledge to convey information using on a PowerPoint
procedure provided in the lesson appropriate scientific vocabulary when  Students will have access to their
completing the Volcano Information Volcano Workbooks
Worksheet  Provide extra time to complete tasks
 Teacher will continuously check for
understanding
Students will be able to utitlize their prior Students will have access to their Volcano  Teacher will continuously check for
knowledge and research on their chosen Workbooks and the instructional procedure of understanding
volcanoes when completing group work the lesson to work in groups and elaborate on  Simplified instruction
their ideas when completing the Volcano
Information Worksheet
Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Identify  List of materials and instructional procedure will be on
Looking at your standards and objectives, PowerPoint
choose the one Bloom’s word that best  Students will have their Volcano Diagram
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary Procedure  The teacher will consistently check for understanding during
Key words and phrases students need to be Volcano the instructional procedure and during group work when
able to understand and use Lava they are working on the Volcano Information Sheet
Eruption
Syntax As students are completing the  Simplified instruction provided
Describe ways in which students will organize activity sheets in groups, students  Teacher will explain challenging vocabulary
language (symbols, words, phrases) to will organize scientific language
convey meaning.
by providing complete sentences
on the description of their

volcanoes.
Discourse When students are working as a
How members of a discipline talk, write, and group and completing their  Teacher will conduct frequent checks for understanding
participate in knowledge construction and activity sheets: Making a Volcano  Students who require further support, the teacher will
communicate their understanding of the
concepts
– Volcano Information guide them through the worksheet.
Worksheet, they will be guided  Directions read out loud in a clear fashion
and encouraged to use the
vocabulary as well as when we go
through the instructional
procedure.
Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator  The teacher will provide students
with their Volcano Diagram
The lesson will begin with a 2-minute game of Kahoot! The questions will focus on what they (obtained during last class as part
learned from the previous two (2) lessons and students will use their prior knowledge to answer of an assessment)
the questions. The questions students will answer are as follows:
 Students will be able to interact
“What is a volcano?”, “What are the main parts of a volcano?”, “What is magma?” “What does the with the subject and scientific
word ‘erupt’ mean?” vocabulary when engaging with
game the Kahoot!
Teacher: Now students, we are one step closer to constructing your volcanoes! But before we
construct them, we must touch on the materials needed and how to construct them! Are we  Provide large exercise ball instead of a
excited? chair or a wobble cushion for chair
To touch on student’s prior knowledge, students will be asked to pull out their Volcano Diagram  Preferential seating in the front of the
classroom or near the teacher
sheet that was completed in the prior lesson. Students will have chosen the volcano they wish to
construct: Mount Etna, Mount Vesuvius, or Mount Saint-Helens.  Repeat instruction
The teacher will indicate that today’s lesson will focus on the instructional procedure on building  Directions read out loud in a clear
their volcanoes. fashion
Instructional Procedures
 Direct students to follow the
Once students are engaged and their prior knowledge has been activated, the teacher will touch PowerPoint on the health and safety
on simple safety and precaution rules for the lesson using a PowerPoint slide (the PowerPoint will procedures before lesson
be on the whiteboard during the entire lesson)
 Direct students to use word wall for
vocabulary words
When students and the teacher have successfully gone through the simple safety and precaution,
the teacher will ask students to pull out their Volcano Workbook and gather into their groups
 Provide students with thinking-putty
which were assigned in the previous class.
 Recurring check for understanding
Once the students have done so, the teacher will ask students: “Who remembers the shape of a
volcano?”, “What happens when a volcano erupts?”, “Is it a messy event?”, “Can it be  Extended time provided
dangerous?”. The teacher will provide students with the opportunity to answer the questions.
 Provide handouts to follow during
The teacher will then begin going through the materials on how to build a volcano. lesson
- The teacher will hand out the worksheet listed Materials to Consider for Your Volcano to
each group.  Mixed-ability groups
- The teacher will have the materials at the front of the class, and as he/she is going through
the worksheet, the teacher will show students what each item is by pointing to the item on  For struggling readers, provide
handouts to follow during lesson with
the table (“this is mound, this a baking pan, etc.).
leveled-text of the instructional
- Once the teacher has gone through the list and made sure the students understand the
procedure
materials needed, the teacher will begin with instruction on how to build their volcanoes.
- The teacher will post the instructions on the PowerPoint as a visual for students  Repeat instructions
The teacher will provide the instruction as follows:  Directions read out loud in a clear
fashion
- Student, we will begin by placing the baking pan on the ground and set the bottle in the
middle of pan;  Instructions will be posted on
- Second, we will take the mound, shape the moist soil around the bottle to form a PowerPoint to students can follow
mountain around the bottle. Then bring the soil right up to the top of the bottle’s opening,
but don’t get the soil inside the bottle;
- Third, pour one tablespoon of baking soda into the bottle;
- Fourth, mix one cup of vinegar with red food colouring. Now you won’t need a lot of red
food colouring, so be mindful of not using too much.
- Fifth, pour the colored vinegar into the bottle.
Teacher: “Now stand back and watch your volcano erupt!!! Observe how it resembles the lava
escaping the volcano running down the walls of the volcano!”
Once the teacher has completed the instructional procedure on how to construct a volcano, the
teacher will check for understanding. The teacher will clarify any misunderstandings and answer
student questions.
The teacher will check for understanding by reviewing the instructional steps and asking students
to re-tell the steps to the teacher.
Next, the teacher will hand each student the Activity Sheet: Making a Volcano – Volcano
Information Sheet. The teacher will go through the worksheet and answer any questions posed by
students.
Students will use the information they gathered on their desired volcanoes they will construct in
teams to complete the worksheet.
Each group is to work together in completing the worksheet by using their prior knowledge on
volcanoes and vocabulary. This information sheet is to be used as a template for students to
describe their volcanoes and help them organize and prepare to construct their volcanoes.
At the end of the lesson, each group will be asked to make a prediction on which groups will have
the largest eruption during the construction of their volcanoes and post it on the door of the
classroom.
Closure  Student will verbally tell the

teacher which volcano they believe
The teacher will bring the class back together and begin the closure of the lesson. will have the largest eruption
“Now boys and girls, today we touched on the health and safety procedures prior to beginning the
instructional steps to building your volcanoes. Are there any questions about todays’ lesson?” The
teacher will answer and elaborate on any questions posed by students. “Now, to wrap up, each
group is to write on a sticky-note a descriptive word on their volcano. For example, I have written
the word dangerous on my sticky-note. Your sticky-notes are to be placed on the WhiteBoard.
Thank you for your participation, you all did a fantastic job!”
After students have posted their sticky-notes on the WhiteBoard, the teacher will collect them as
part of the lesson.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.
- The PowerPoint on simple safety and precaution rules for the lesson, materials and instructions
- Volcano Workbooks
- Activity sheets: Making a Volcano – Volcano Information Worksheet
- Construction materials for the volcano as listed in the instructional procedure section: plastic water bottle, baking pan, clay/mound,
baking soda, vinegar, food coloring, dish soap
Activity sheet: Making a Volcano – Volcano Information Worksheet was retrieved from: https://gns.cri.nz/Home/Learning/Science-
Topics/Volcanoes/Lesson-Plans/Lessons-1-13/Lesson-9-Making-a-Volcano
Body of Volcano
 A small or medium sized plastic bottle (remove the lid)
 Mound
 White glue
 Water
 A bowl
 Baking pan
 Scissors
 Paint and brushes
 Small toys (optional)
Magma/Lava
 Vinegar
 Baking Soda
 Red Food Coloring (optional)
 Dishsoap
INSTRUCTIONAL PROCEDURE TO BUILD YOUR

VOLCANO
- Put the baking pan on the ground and set the bottle in the
middle of pan.
- Take the mound, shape it around the bottle to form a

mountain around the bottle. Your mound should resemble
a mountain. Don’t get the soil inside the bottle.
- Pour one tablespoon of baking soda into the bottle.
- Mix one cup of vinegar with red food colouring.
- Pour the colored vinegar into the bottle.
Now step back and watch your volcano erupt!!!

Slide 1
Health and Safety

Procedures
Slide 2
SAFETY 7’S
1) FOLLOW TEACHER’S RULES
2) DO NOT PUT THINGS IN YOUR MOUTH: DON’T EAT THE

PLADOH OR DRINK THE MAKESHIFT LAVA!
3) BE CAREFUL WITH THE MATERIALS AND SHARP TOOLS
4) USE PROPER CLOTHING WHEN NEEDED
5) KEEP THE AREA CLEAN AND FREE OF TRIPPING

HAZARDS
6) CLEAN YOUR LOCATION ONCE DONE THE EXPERIMENT
7) WASH YOUR HANDS
Slide 3
Instructional Procedures
1) Begin by placing the baking pan on the ground and set the
bottle in the middle of pan;
2) Second, we will take the mound, shape the moist soil around
the bottle to form a mountain around the bottle. Then bring the
soil right up to the top of the bottle’s opening, but don’t get the
soil inside the bottle;
3) Third, pour one tablespoon of baking soda into the bottle;
4) Fourth, mix one cup of vinegar with red food colouring.
5) Fifth, pour the colored vinegar into the bottle.
[Back to Table of Contents]

Section Three Part 6

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

Section Three Part 6

Hochgeladen von

Copyright:

Verfügbare Formate

Artifact #5: Science Lesson Plan

portrays my competencies as a teacher candidate; which entail planning, instruction, assessing,

classroom management, questioning techniques, student engagement, monitoring student

effective pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate

instructional practice; and professional responsibility.

Council for Exceptional Children (ECE)

Special Education Professional Ethical Principles

2. Maintaining a high level of professional competence and integrity and exercising

professional judgment to benefit individuals with exceptionalities and their families.

Standard #7: Planning for Instruction

pedagogy, as well as knowledge of learners and the community context.

strategies and accommodations, resources, and materials to differentiate instruction for

individuals and groups of learners.

New York State of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning environments

individuals who reflect upon and monitor their own learning.

Ontario Ministry of Education Standards

Grade 4: Understanding Life Systems, Habitats and Communities

2. Developing Investigation and Communication Skills

(e.g., wear gloves when handling soils to set up a working terrarium).

Grade 3: Understanding Eat and Space Systems, Soils in the Environment

2. Developing Investigation and Communication Skills

Next Generation Science Standards

Ontario College of Teachers

learning through positive influence, professional judgment and empathy in practice.

Medaille College Department of Education

Teacher Candidate’s Name: Isabella Scarcella Date: March 10th, 2019

Context for Learning (edTPA)

Grade level: 4 Number of students in the class: 24

Students with IEPs/504 Plans

•Preferential seating in the front of the classroom or near the

•Teacher will give frequents checks for understanding

•Pre teaching important vocabulary/information using word

•Simplify and repeat instructions

•Chunk tasks into smaller parts at a time

•Allow extra time in class to complete tasks

•Check for understanding Provide handouts of lessons for

•Allow for material to be read aloud

Students with Other Learning Needs

•Teacher will give frequents checks for understanding

•Pre teaching important vocabulary/information using word

•Simplify and repeat instructions

•Chunk tasks into smaller parts at a time

•Allow extra time in class to complete tasks

•Check for understanding

•Provide handouts of lessons for note taking or references

•Provide breaks as needed

 Allow for material to be read aloud

Lesson 2 of a 3 Day Learning Segment

Subject and Lesson Topic: Building A Volcano – Instructional Procedure

Grade Level: 4 Lesson Duration: 45 minutes

Central Focus of the Learning Segment

 Students have a familiarity of conducting experiments

Using Student Assets

Academic Language Demands Instructional Supports

on the description of their

Instructional Process Accommodations and/or Modifications

Closure  Student will verbally tell the

 Paint and brushes

 Small toys (optional)

 Red Food Coloring (optional)