ED 345 Calvin University Teacher Intern Lesson Plan Template

Teacher Intern: Mallory Hoatlin Date: October 23, 2019

Grade Level: 3rd Subject/ Topic: Science - Squirrels
Approx. time spent planning this lesson: 1 hour *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What were past environments like?
Brief Context: In the previous lesson, students made initial claims on what they thought about the time period posters
and the orders that they should go in. Today, students will be reading paragraphs about each poster, and will then know
the true order of the time periods and can revise their claims.
Prerequisite Knowledge/Skills:
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Compare and contrast different time periods 1. I will circulate as students are writing in their
and determine if squirrels could have lived then. science notebooks to see what thoughts they
have about squirrels being able to live in this time
period.
Standards Addressed in Lesson: (Include full standard.)
3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which
they lived long ago.

3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.
Instructional Resources: Lucas Education Research, Sprocket

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
Students will be able to respond in their notebooks in different ways. They can draw pictures or sketches to show their
thinking or they can write sentences.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

BUILDING RESPECTFUL RELATIONSHIPS: (Note any specific ways in which you plan to establish rapport, build mutual
trust, monitor & maintain relationships. Consider student-teacher & student-student relationships.)
Students will be working as a whole class to determine which poster the paragraphs fit into. During the closure, some
students will be sharing their thoughts about whether the squirrels of today would be able to survive in past time
periods. Students in the audience will be reminded what it looks and sounds like to be respectful towards peers.
ORGANIZATIONAL ROUTINES: (Identify ways that you have intentionally organized time, space, materials, & students
to minimize disruptions and maximize learning.)
Students will be seated in the front meeting area for the discussion with the posters and will be dismissed in small
groups to go back to their seats to minimize traffic.
SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive behavior is
reinforced, and disruptive behavior is redirected.)
Expectations for whole group learning will be restated before the lesson begins, reminding students to use a level 0
voice unless called on. Expectations for sharing will be stated clearly before students share what they wrote in their
science notebooks.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
1. Give students a moment to reflect on the posters from the previous lesson. Have students turn and talk about
some of the noticings they remember making from yesterday.
2. Today, we are going to read together paragraphs about the different time periods, so that we can know the
actual order of the time periods.
Development: [It may help to number your steps with corresponding times.]
1. One by one, read the time period paragraphs to students.
2. After each one, have students share which poster they believe the paragraph matches up to.
3. As the class matches the paragraphs about the periods with the posters, help students make connections to the
timeline from the first lesson.
4. After reading and matching all of the paragraphs, revisit students’ earlier claims about where the stegosaurus
and the Juramaia would fit. Ask students if they still agree with their initial claims after reading the paragraphs.
What additional evidence did the paragraphs provide to support their claims or make them reconsider their
original claims?
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
1. Students will wrap up this lesson by writing in their science notebooks, stating whether they think the squirrels
of today would have survived in any of these periods. Remind students to support their thinking by telling why.
2. Have several students share their responses at the end.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

REFLECTION AFTER TEACHING THE LESSON: Overall, this lesson was okay. For this class, it was a lot of sitting and
listening. If I were to teach this again, I would try to incorporate more ways for the students to transition and be more
involved.