ED 345 Calvin University Teacher Intern Lesson Plan Template

Teacher Intern: Mallory Hoatlin Date: October 25, 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 are fossils and how do they help us understand prehistoric organisms and
environments?
Brief Context: In the previous lesson, students had a set of fossils that they sorted into the different time periods. In this
lesson, students will be examining one of those fossils more closely and making claims about that fossil.
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. Analyze fossils, use them as evidence for 1. Students will be making claims in their science
change, and describe how organisms, notebooks and determining which epoch a fossil
environments, and climates have changed over could belong to.
time.

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 answering various questions on the student sheet, including some where sentences are expected and
others where drawings will suffice.

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 completing this task together in small groups.
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 instructions and modeling. They will be dismissed in small groups to
minimize amount of traffic.
SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive behavior is
reinforced and disruptive behavior is redirected.)
Expectations for group work will be stated before students complete this activity. Students who are off task and not
helping their group will have to complete the task on their own.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
1. Show these two videos about paleontologists:
 a. http://www.amnh.org/explore/amnh.tv/(watch)/pterosaurs-explained/meet-the-paleontologists
b. http://www.amnh.org/explore/amnh.tv/(watch)/dinosaurs-explained/did-dinosaurs-travel-in-herds-or-
packs
2. After viewing the videos, have students turn and talk about how fossils give us evidence of change over long
periods.
Development: [It may help to number your steps with corresponding times.]
1. Students will be choosing one of the fossils they looked at yesterday to study a little closer during this lesson.
2. Using the student sheet, students will record their observations, claims, and evidence.
3. Remind students to use evidence to support their claims. This evidence could come from the photographs of
fossils, the time period posters, or the paragraphs about the time periods.
4. If groups finish early, they can examine more than one fossil.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
1. Students will be completing this task until the end of the science period,

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

REFLECTION AFTER TEACHING THE LESSON: Overall, this lesson went great. Students were very engaged and thinking
deeply about the fossils they selected. Coming up with evidence proved to be a difficult task for some students that
needed more guidance. In the future, I think I would really emphasize all of the different places where students could
gather potential evidence.