Indiana Wesleyan University Differentiated Lesson Plan

Elementary Education—CAEP 2018 K-6 Elementary Teacher Preparation Standards

Student Teaching Admission Summary Scoring Sheet

The following lesson plan assignment description and assessment rubric is a required element in
the student teaching application and admission process.
Candidates. Submit your completed lesson plan to a teacher education or content faculty of your
choosing for assessment. When you have achieved a passing score, include this entire packet
with your student-teaching application materials.
Faculty. Use the attached rubric to assess the candidate’s lesson plan; complete the following
summary table prior to returning the scored lesson plan to the candidate.
Lesson Plan Elements B D C A Score
Rationale CAEP K-6 1.a     /4
Goals/Objectives/Standards CAEP K-6 3.c     /4
Anticipatory Set     /4
Purpose     /4
Adaptations: Individual Differences CAEP K-6 1.b     /4
Lesson Presentation CAEP K-6 3.f     /4
Differentiated Instruction CAEP K-6 3.d     /4
Check for Understanding     /4
Review/Closure     /4
Independent Practice/ Extending the Learning     /4
Formal and Informal Assessment CAEP K-6 3.a     /4
Integration of Technology     /4
Reflection and Post-Lesson Analysis CAEP K-6 3.b     /4
Total (passing = 39/52)

Scoring Guide. Check the box that corresponds to the rating you gave to each element of the
lesson plan. Add the individual element scores (B=1; D=2; C=3; A=4) to calculate the total
lesson plan score.

Note to faculty
When used for submission in methods course, include data for CAEP standards on collaborative site.
When used for student-teaching admission, all categories apply. No individual element score < 2

Lesson Plan is:

 Approved
 Not Approved; revisions and resubmission required.

_______________________________________ ___________________________________________
Faculty Assessor Candidate
_________________________________
Date

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 Elementary Education Lesson Plan Assignment Description and Assessment Rubric
CAEP 2018 K-6 Elementary Teacher Preparation Standards
Administration and Purpose. While your lesson plans will be assessed multiple times throughout your
program of study, your “official” lesson plan is assessed as part of the materials you will submit with your
student teaching admission application. You will choose your assessor from the teacher education faculty.
The lesson plan assessment has three related purposes. The first and perhaps most obvious is to document
your ability to plan effective instruction; this is one of the hallmarks of the best, most successful teachers.
These teachers consider not only the needs of their students as they plan, but also multiple pathways to
achieve learning goals for each lesson so that each students becomes a successful learner. The second
purpose is to habituate you to the instructional cycle. It consists of planning for and delivering instruction,
assessing student learning, modifying future lessons based on assessment data, followed by planning for new
lessons. The cycle does not end until all students learn the intended material. The third, overarching purpose
of the lesson plan assessment is to provide you with the means to internalize the discipline necessary to
become a successful teacher. The fact is that no teacher, no matter how talented, will ever achieve long-term
effectiveness with diverse populations of students without developing the self-discipline necessary to plan
effective instruction, consistently, over time.

Content of Assessment. The lesson plan assessment is divided into the following sections:
Readiness. Preparing the groundwork for effective instruction.
Plan for Instruction. The blueprint that guides your instruction for each lesson.
Plan for Assessment. Your plan for determining how well your students learn what you teach.
Reflection and Post-Lesson Analysis. One of the characteristics of the most successful teachers is that they
reflect on their teaching. They think about what went well and what could be improved in each lesson, and
they take steps to make each lesson better than the last.
In addition to these lesson plan elements, this assessment also includes the following alignments:
• Council for the Accreditation of Educator Preparation (CAEP) 2018 K-6 Elementary Teacher Preparation
Standards. The IWU Elementary Education program is recognized by the former 2007 Association for
Childhood Education International (ACEI) 2007 standards; this assessment is one of several used to affirm the
strength of our program by that organization. Recent modifications have been made throughout this
document to include the CAEP 2018 K-6 standards.
• Interstate New Teacher Assessment and Support Consortium (InTASC). The InTASC Standards outline
the common principles and foundations of teaching practice that cut across all subject areas and grade
levels and that are necessary to improve student achievement. The ten InTASC Standards are
incorporated into this assessment, and are divided into four categories:
 Learner and Learning (InTASC Standards 1, 2 and 3)
 Content (InTASC Standards 4 and 5)
 Instructional Practice (InTASC Standards 6, 7 and 8)
 Professional Responsibility (InTASC Standards 9 and 10)
• Diversity Thread. Teacher candidates are expected to teach all students well.
• Technology Thread. Teacher candidates are expected to integrate technology into their teaching as a
means to improve student learning.
Criterion for Success. Candidates must achieve a rating of Competent to pass this assessment. For this
assessment, Competent is defined as 80% or more of all rubric elements scored as competent or higher. No
domain or assessment element may be scored as Beginning.

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 Meredith Brouyette
Indiana Wesleyan University
Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards

LESSON RATIONALE
To help students understand that almost all kinds of animals’ food can be traced back to plants
and that the sun is often the ultimate source of energy needed for all organisms to stay alive and
grow.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will be able to model the flow of energy from the sun, through
organisms in an ecosystem using a food chian.
B. Objective(s)— After the lesson, students will be able to create a model of a food
chain using organisms provided.
C. Standard(s):
 5.LS.1 Develop a model to describe the movement of matter among plants, animals,
decomposers, and the environment.
 5.LS.2 Observe and classify common Indiana organisms as producers, consumers,
decomposers, or predator and prey based on their relationships and interactions with
other organisms in their ecosystem

II. Management Plan- 1 hour

Time Location Materials
Anticipatory Set 5 minutes desks none

Mini Lesson 15-20 minutes Students will be at  science notebooks,

their desks chromebooks

Exploration/ Guided 30 minutes Groups around the Food chain

Practice room (front table, organisms, arrows,
side table, two yarn
clusters of desks)
Review Learning 5-7 minutes At groupwork none
Outcomes/ Closure stations

III. Anticipatory Set

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I want you all to talk in your groups for 30 seconds about your favorite food. Go! Stop after 30
seconds. Now I want you to talk in your groups for a minute about what good things food does
for us. Go! Was that one a little harder? What were some of your answers? Spend some time
listening to answers, really try to look for “gives us energy”

IV. Purpose:
This lesson is being taught so the students see how the sun, plants, insects, animals, and even
humans are connected in a cycle.

PLAN FOR INSTRUCTION

 Students will have the opportunity to work in groups
 There will be hands on activities, along with reading and speaking/discussion
 Students will be able to bounce ideas off of each other; collaboration

V. Lesson Presentation (Input/Output)

Alright boys and girls, we’re going to start today’s lesson by watching a short but really
informational video about food chains. In this video, she’s going to talk to you about what a food
chain is and how energy is transferred in them. I want you to pay close attention to it because
we’re going to need to know the information she gives us. Play crash course video
https://www.youtube.com/watch?v=MuKs9o1s8h8
I have a couple of food chain diagrams I want you guys to look at with me. Pull up 3 diagrams on
SmartBoard. Let’s look at the first two. What begins all of these food chains? (producers) Right.
Because producers are organisms that create their own energy from the sun. So in this first
diagram, the acorns are the producers. Just looking at the second diagram, how many
consumers are there? (four) Right! The grasshopper, mouse, snake and hawk are all consumers
because they get energy from the things they eat. Looking at these pictures, what do you think the
arrows represent? (energy) And why don’t you think they just used dashes? (shows where energy
is transferred from/to)
We’re going to take some notes in our science notebooks now. (I will be writing on SmartBoard,
students will be copying notes in science notebooks) First, we’re going to title it Food Chains.
Does anyone remember how Food Chain was defined in the video that we watched? (Wait for
response to see if anyone remembers) So, video defined it as a model used to illustrate the flow
of energy through an ecosystem. That’s what we’re going to write down. (Write on board, allow
students time to copy. Next, we’re going to draw a big arrow in the middle of the page. Inside
the arrow, we’re going to write the purpose of an arrow in the food chain, which is…? Student
Response Arrows show the flow of energy. Add producer and consumer
Now, I’m going to give you guys ten or so minutes to practice creating food chains by playing a
game on your chromebooks. I need you all to open them up to google classroom, there will be a
link for them there.
https://www.cserc.org/sierra-fun/games/build-food-chain/

Exploring
In your groups, you will lay out the cards to create two food chains of your choice. There are
many different food chains that can be created using the cards provided. The only criteria I’m
going to say you must meet is that each food chain must contain at least 3 organisms, however I
encourage you to try to come up with at least one that contains more. I do not provide them with

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any other information such as one of those items must be a producer. After each group has two
planned out, you will run the string through the holes at the top of the cards so that they create a
hanging food chain. They must place an arrow between each organism card in the food chain or
it will not be correct. As I circulate, I ask each group to explain their food chains to me. I ask
each group to explain the role of the sun in their food chain. I also ask how the consumers in
their food chains are using energy from the sun to move and grow.

VI. Check for understanding.

Sharing
 When each group has created two food chains, they will present them to the class and the
class will decide if they are correct or not. We will talk about, as a group, what the group
did well or what they were missing in their food chain.
 After food chains are hanging up for all groups, we discuss similarities and
differences. What do they have in common? How are they different? Did they choose to
use the sun/ decomposers? I also ask students if there are any food chains that they think
are not set up correctly.
 I select two food chains that were assembled correctly, with no errors, and have students
make some inferences. I ask them to discuss with their group what would happen to the
organisms in the first food chain if there was a drought and the producer died out. After a
short discussion, I have a couple of groups share. Have them explain their reasoning.

VII. Review learning outcomes / Closure

Group discussion about what they have learned. Discuss in your groups what you learned today
about producers, consumers, food chains, anything that we talked about. I will give the groups
about two to three minutes to come up with thorough answers. I need one representative from
each group to share with the class what their group talked about. Allow one member from each
group to share. Those are great answers, guys. It sounds like you all had some really great
discussions. Great job today!

PLAN FOR ASSESSMENT

Summative assessment will be done when looking at the groups’ final food chains. Formative
assessment will be done when walking around to the various groups, asking questions about their
food chains.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?

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 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning
Candidate
Rationale Candidate demonstrates
little or no understanding
of how planning is
related to how children
CAEP K-6 1.a grow, develop, and learn.
Readiness
The Beginning
Candidate
Goals/ Lesson objectives are
Objectives/ poorly written and/or
Standards have little or no
connection to learning
goals or standards. Little
connection exists
INTASC 4 between objectives and
lesson activities and
CAEP K-6 3.c
assessments.
The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of purpose
is ambiguous or worded
so generally that the
Purpose connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Few or no instructional
opportunities are
Adaptation to included. Any
Individual instructional
Differences and opportunities are not
Diverse Learners developmentally
appropriate or adapted
CAEP K-6 1.b to individual students.
InTASC 2
Diversity
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Candidate uses Candidate uses Candidate uses
understanding of how understanding of how understanding of how
children grow and children grow and children grow and develop
develop across the develop across the across the developmental
developmental domains developmental domains domains, and is able to
but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Lesson objectives are The lesson plan contains The lesson plan contains
correlated with learning objectives that connect clearly stated content
goals and standards. The goals and standards with objectives. Objectives are
connection between lesson activities and logically connected to
objectives and lesson assessments. appropriate goals and
activities and standards and are
assessments is weak or consistent with lesson
unclear. activities and assessments.
Instructional planning is
based on individual
student needs.
The connection between The anticipatory set is The anticipatory set
the anticipatory set and clear and direct and connects the current
lesson objectives and focuses students’ lesson with previous and
content is weak or attention on the lesson. future learning and
unclear. focuses students’ minds
and attention on the day’s
lesson.
A statement of purpose is The statement of purpose The statement of purpose
included in the LP, but is clearly connected to has the power to capture
has little power to the content of the lesson the imaginations of
motivate students and and is presented in terms students and motivate
capture their that are easily them to accomplish the
imaginations. understood by students. expected learning.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are provided
provided in this lesson; provided in this lesson. in this lesson that
however, they are not The opportunities are demonstrate the
adapted to individual developmentally candidate’s understanding
students. appropriate and/or are of individual learner
adapted to individual characteristics and how
students. these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.
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Plan for Instruction, cont.
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
The candidate’s lesson is somewhat demonstrates an demonstrates strong
not developmentally developmentally understanding of developmentally
appropriate. appropriate. developmentally appropriate practice
Lesson appropriate practice. including a variety of ways
Presentation The candidate’s lesson The candidate’s lesson to teach content.
does not use includes the basic level of The candidate’s lesson
appropriate modeling modeling. includes both modeling The candidate’s plan
and guided practice. and guided practice. includes multiple ways to
The lesson presentation model and guide practice.
InTASC 5 includes activities that The lesson presentation
CAEP K-6 3.f The lesson presentation
includes little encourage student includes relevant activities The lesson presentation
opportunity for students participation, but lack that encourage student supports student
to engage in relevant purpose or depth. participation and critical motivation through
and active learning. thinking. relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.
The candidate’s plan is The candidate’s plan is The candidate’s plan is The candidate’s plan is
not differentiated for differentiated according to differentiated according to differentiated according to
subsets of students or a subset of learners and learners and includes a learners and includes a
individual students. includes modifying variety of instructional variety of instructional
Differentiated content or instructional approaches that address approaches that address
Instruction processes. individual interests and individual interests and
preferences for learning. preferences for learning.
CAEP K-6 3.d
The candidate
differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
included to check for is included in the lesson plan and the means to understanding of the
Check for student understanding plan, but the connection check for student content are an integral
Understanding or to reteach concepts with the lesson understanding of the part of the lesson, and
that elude students presentation is weak lesson. A provision is include frequent questions
InTASC 4
during the initial and/or unclear. included to reteach all or and other actively
presentation. part of the lesson to all or engaging forms of
part of the class. formative assessment
during guided practice.

Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
InTASC 4 elements of the lesson.
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content and
unrelated to the content of IP activities is not likely learned skills; All activities lead to student mastery.
InTASC 5 of the lesson. to result in lesson mastery match lesson objectives.

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Plan for Assessment
The Beginning
Candidate
The lesson plan does not
Formal and include formative
Informal assessment activities, or
Assessment there is little or no
correlation between
CAEP K-6 3.a planned assessment
InTASC 6 activities and lesson goals
and objectives. Any
assessments included are
not developmentally
appropriate for the
students.
Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to
specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of
appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all
students to achieve the expected outcomes. InTASC Standard 7
The Beginning
Candidate
Integration of The lesson plan reflects
Technology educational decision
making regarding
InTASC 7 available technology that
adversely impacts
Technology
Thread student learning and/or
fails to engage students
at the necessary level to
meet lesson objectives.
Evaluation
The Beginning
Candidate
Reflection and Self-answer questions
Post-Lesson are not included in the
Analysis lesson plan.
CAEP K-6 3.b
InTASC Standard 9
The Developing
Candidate
Formative and summative
asessment activities are
included in the lesson, but
they are not well
correlated to and/or do
not cover the full range of
LP goals and objectives.
The assessment strategies
do not promote
development of each
individual student.
The Developing
Candidate
The lesson plan reflects
insufficient or misaligned
decision making regarding
available technology;
statements indicating the
use of instructional,
assistive, or other
technologies are written
in general terms or in
terms unlikely to impact
student learning.
The Developing
Candidate
Self-answer questions are
included, but do not fit
the content or purposes
of the lesson.
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The Competent
Candidate
A plan for formal and
informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the
individual students.
The Competent
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies) to
support learner needs and
the curriculum.
The Competent
Candidate
The lesson plan includes
all required self-answer
questions. Questions are
included to plan, monitor,
and adapt instruction
based on the lesson
assessments.
The Accomplished
Candidate
Formal and informal
assessments strategies
are a seamless and
integrated part of the
lesson. The assessments
are highly correlated to
the learning objectives
and promote continuous
intellectual, social,
emotional, and physical
development of each
student.
The Accomplished
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies)
that engage students,
enhance the learning
process, and/or extend
opportunities for learning.
The Accomplished
Candidate
Additional self-answer
questions are included that
specifically address unique
lesson content and
methodology. Questions are
included to plan, monitor,
and adapt instruction based
on the lesson assessments.
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GRASS GRASSHOPPER

FROG SNAKE

RABBIT HAWK

COYOTE DEER

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SEAWEED SEATURTLE

SMALL FISH
PELICAN

SHARK LARGE FISH (AMBERJACK)

THE SUN MICROSCOPIC BACTERIA

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Example of Science Notebook notes (Will be drawn on SmartBoard)

Food Chains
Food Chains- a model used to illustrate the flow of energy through
an ecosystem

Arrows show flow of energy

Grass  Insect  Frog

 

Producer- makes their own energy

Consumer- gets energy from consuming other organisms

Decomposer- an organism, especially a soil bacterium, fungus, or invertebrate, that

decomposes organic material.

All food chains have a producer as the first organism

Some begin with the sun (not a producer)

Some include a decomposer at the end

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