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EDCI 397 Formal Lesson Plan Template

PURPOSE OF THE LESSON


(What will the students learn? How does this learning fit within project goals?)

NOTE: Per the EdTPA guidelines, use Arial 11-point type to complete this template.

Essential Idea/Question Driving the Project:


What is the importance of trees?

Standard for this Lesson:


3.0 Life Science

Topic for this Lesson:


Diversity of Life

Indicator for this Lesson:


Compare and explain how external features of plants and animals help them survive in different environments. (We will focus only on plants in this lesson)

Lesson Objective:
Use the senses and magnifying instruments to examine a variety of plants to describe external features and what they do.

Evidence (Formative Assessment):


(How will students apply? What will they produce?) Students will go on a nature walk to collect parts of trees and complete a poster or collage to present what they found when they explored.

INSTRUCTIONAL DECISION-MAKING
(What knowledge of my students influences my instructional decision in this lesson? How will my instruction remove barriers to learning and/or build on students strengths? We will complete a KWL chart as a class so I am aware of what the students may already know about trees. This will build on students strengths because I will know where to start with my instruction that is most beneficial for the students.

INSTRUCTIONAL PROCEURES
Instructional Materials:
Crayons

Glue Pencils Paper Poster paper KWL chart Tree

Technology:
Magnifying tools Measurement tools

Management Considerations (Routines and Transitions):


Transitions from inside to outside need to be taken into consideration. Consider students safety when working outside.

Learning Experience
Event Procedure/Activity & Questioning Strategies

As a class, we will plant a tree outside. We will take care of it every day. This idea can be incorporated into classroom jobs (who will water the tree.) During the activity of planting the tree I will ask the students some questions: 1. What do you think we need to do to keep a tree alive? 2. How does the environment help keep trees alive? 3. Why do you think trees are so important? We will complete a KWL chart as a class so I am aware of what the students may already know about trees. I will ask the class what do you know about trees? If the discussion ends, I can facilitate with these questions: 1. Are all trees the same colors? 2. Are all trees the same size and shape? Then I will ask the students what they want to learn about trees? 1. Do you want to know what they need to survive? 2. Do you want to know how they grow? Approximate time: 20-30 minutes

LAUNCH
(Approximate Time)

EXPLORE
(Approximate Time)

Students will go on a nature walk around the school. Students should collect materials from the trees (bark, leaves, etc.) Show students how to do a bark rub (putting a paper against the tree and rubbing a crayon over it). This will be an activity where the students are on their own. I will give them time to explore and wonder. I believe this is important so they have time to find the answers to any questions they may have on their own. Approximate Time: 15 minutes Students will decide if they would like to share what they discovered on the nature walk in partners, small groups, or as a class. Through their decision, students will then share their findings and collections from the nature walk. I will observe each students collections.

PRESENT
(Approximate Time)

I will refer back to the KWL chart to see what the students already know about trees. I will supplement their findings with classroom instruction to further their knowledge about trees and to make sure we cover all content necessary. The KWL chart is a great tool that will help me as a teacher gage what my students know about trees. Approximate Time: 15 minutes Students are going to use magnifying tools and their senses to make observations about their collections and findings (size, color, texture, smell, etc.). Students will choose between making a collage or poster to display their observations to the class.

APPLY
(Approximate Time)

Students will present their collage or poster in small groups and talk about important features that are described on their collage or poster. These things will include differences and similarities they observed between different trees, plants they saw and anything they noticed about trees on their nature walk. We will discuss why these differences occur and what certain parts of trees do in order to keep them alive. Approximate Time: 30-40 minutes Finish the Learning section of the KWL chart. Questions to ask the class: How did this activity relate to the importance of trees? What did you learn about the parts of trees? What do you hope we will learn next? What would you like to do differently next time? Approximate Time: 10 minutes

CLOSURE
(Approximate Time)

ANALYSIS AND REFLECTION


(What does the data from the formative assessment indicate about student learning? To what extent did students reach the desired result? What insights did you develop about teaching? How can you improve your professional skills?) Observing students completing this lesson is a great way to use formative assessment in order to assess students learning abilities. By having hands on lessons with choice, students are not only

allowed to choose certain things they get to do within the lesson, but they are able to learn by doing. By completing this lesson I have learned that all parts of a lesson need to have enthusiasm within them. Students should be excited to start each and every section of a lesson and want to take everything one step further. Students should want to learn and explore, not have to be told to do it.

21ST CENTURY SKILLS Critical Thinking & Problem-Solving Creativity & Innovation Communication & Collaboration CHOICE Opportunity to exercise autonomy