DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELED 4300 SCIENCE LESSON PLAN TEMPLATE

(1/5/15)
Teacher Candidate: Lexus Monroe_______ Grade Level _1__ Title Similarities and differences between
offspring and between populations_
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
19 students in the class.
8 girls
11 boys
Hernan- ESL (WIDA )
Edwin- ESL ( WIDA - fluent)
Maddison- Behavior (trouble following directions the first time)
Parks- Behavior (Cannot sit still)
Phoenix- Advanced learner
Khyson- Advanced learner
Cohen- Advanced learner
Triston- Behavior (Talks out during whole group)
Classroom environment:

There are five tables in the classroom and 3-4 students sit at each table. The teacher has
her computer on her desk. She also has access to the ELMO and SMART board. There are
6 IPads in the classroom. There is not very much white board space because of the
SMART board. There is a rug where the students meet in front of the students desk.
There is also a big notebook where the teacher does the morning message and meetings
next to the rug.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Communicate observations about the similarities and differences between offspring and between populations.
a.

Communicate observations about plants and animals, including humans, and how they resemble their
parents.

Content Walk-Away:
The students will be able to identify how plants and animals resemble their parents.
Language Walk-Away:
Students will communicate the similarities and differences between offspring and their parents.
(SIOP 1,2,3)
Vocabulary:
Similar
Different
Parents
Offspring
(SIOP 9)
Science Crosscutting Concept:
Similarity and Diversity

SCIENCE CONTENT BACKGROUND INFORMATION:

All kinds of living things have offspring, usually with two parents involved.
Offspring are very much alike, but not exactly, like their parents and like one another.

Some characteristics that are often similar between parents and offspring include their hair color, eye color, body
structure, fur, feathers, the way they move)
Vocabulary:
Offspring: an animal's young.
Parents: an animal or plant that produces a young animal or plant.
Similar: almost the same as someone or something else.
Different: not of the same kind: partly or totally unlike.
Characteristic: a special quality or trait that makes a person, thing, or group different from others.

1.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Students will communicate the similarities and differences between a parent and
offspring of a plant or an animal.
Content Walk-Away Evidence (Summative):
Students will do a matching assessment where they will match the offspring with the
parent.
Language Walk-Away Evidence (Summative):
Students will communicate the similarities and differences between a parent and
offspring of a plant or an animal.

Appro
x.
Time
10
min.
5 min.
5 min.

ACTIVE LEARNING PLAN

Approximate length of entire lesson: 55_ minutes.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

The Advanced learners

will be probed further
throughout the lesson
with questions during
the investigation.
There are extension
activities that finish
their assessment early.

Teaching time: from _____to ______

Activate/Building Background Knowledge

Give students a pretest. The test will be a matching page. They will match the offspring to the parent.
Investigation: Give each table a picture of an animal parent and an animal baby. Have the students
analyze the pictures and talk about them as a group. Prompt the students with questions such as:
What do you see in these pictures? What is different? What is the same? Do they have similar
characteristics? Do they have different characteristics (Have Kyson and Cohen start off answering
these questions) Bring the class back together and make notes on the board about what was the same
and what was different between the pictures.

Listen for the students to make comments about how there is a mother/ father animal and baby
animals. SIOP 16 Respond to some of their comments.
Boys and Girls, I want you to think for a moment. Has anyone ever told you that you looked like your mom,
dad, grandma, grandpa, aunt, etc.? or You have your moms eyes? Or You have your dads nose?
Other living things such as plants and animals have parents too. Some of them look similar and some look
different. Just like you and your parents. You do not look exactly the same but you do have some similarities.

5 min.

Choose one picture to talk about.

In the pictures that I am showing you, there is a baby and there is a parent. A parent is something that
produces another living thing. For example, this dog parent produced this puppy. (SHOW Picture) SIOP 12
The puppy is called offspring. Offspring means an animals young.

Display definitions

Formative assessment:
Learning Goal
Students will know what parents
and offspring are.

Success Criteria
Make connections about
their parents.
Define Parent and
Offspring.

Modification/accommodations: (ELL, IEP, GATE, etc.)

Have the definitions written/ displayed on the board for Hernan to see.
Use the sticks to call out a person to talk about the picture.

3 min.

Assessment Strategy
Ask the students to define
Parent and Offspring.
Have the students give an
example of a Parent and
an Offspring.

(SIOP 9)

Focus Lesson (I do it)

Lets look at the same picture as before. What do we notice about the parent and the offspring? What makes
them the same?
Wait for the students to respond(SIOP 18)
Parents and offspring have some of the same and some different characteristics. Characteristics are special
things about something that describes what it is like. POINT at the PICTURE. This animal is furry. Furry is a
characteristic. Another characteristic is its sharp teeth. Can you see any other characteristics? Talk to the
person sitting next to you. Tell them one characteristic.
Ask Phoenix: Can parents be offspring too? How do we know that?
Formative Assessment:
Learning Goal
Students will know what a
characteristic is.

7 min.

Success Criteria
Define characteristic.
Talk about the animals
characteristics.

Assessment Strategy
Give students a new
picture and have them
talk about the different
characteristics at their
tables.

Modification/accommodations:
Remind Triston not to call out.
Watch to make sure that Maddison and Parks are still engaged. If not, have them come to the board
and point out a characteristic.
After the partner share, use the sticks to call on two people to share out a characteristic.
Guided Instruction (We do it)

This is a game that can be played on the SMART board where the students will identify the animal
babies and match it with the animal parent.
http://archive.fossweb.com/modulesK-2/AnimalsTwobyTwo/activities/findtheparent.html
(SIOP 12)

Formative Assessment:
Learning Goal
Students know the similarities
between the animal babies and
their parents.

10
min.

Success Criteria
Talk about similarities and
differences between the parent
and the offspring, using their
characteristics.

Assessment Strategy
Use the game as an interactive
assessment.

Modification/accommodations:
Use the sticks so that it is fair for all of the students to get an opportunity to work on the SMART
board.
During this activity, question Phoenix, Cohen, and Triston about why they matched the parent with
the offspring. (SIOP 15)
Collaborative/Cooperative (You do it together)
While students are still seated, explain that they are going to play another animal matching activity.
Tell the students that they will each receive a picture of an animal and the animal will be either a baby
animal or an adult animal. Show an example by holding up a matching card pair of a baby animal and
an adult animal. Continue by explaining that the students will need to keep their animal a secret and
not show anyone their card. When the game begins, the students will look for their mommy or daddy
if they are baby animal or they will look for their baby if they are a mommy or daddy adult animal. Tell
the students that they will look for their match by walking around and asking yes and no questions
about the other person's animal. At this time stop and demonstrate an example by calling two children
up to the front of the room. Give one child an adult animal picture and one the corresponding baby
animal picture. Have one of them ask a question that would help them decide if they have a match like,
"Do you have fur?" Let the other respond and have them demonstrate by asking more questions until
they figure out if they have a match. Ask the students if they understand the questioning portion of the
game. If they don't understand, demonstrate with another example match and explain further.

Formative Assessment:
Learning Goal
Students know the similarities
between the animal babies and
their parents.

10
min.

Success Criteria
Talk about similarities and
differences between the parent
and the offspring, using their
characteristics.

Assessment Strategy
Observe the students as they ask
questions to find their partner.
Listen for characteristics of the
animals.

Modification/accommodations:
Talk about and post example question on the board so that the directions are clear for the matching game.
(SIOP 30)
Independent (You do it alone)
Give the students the same matching assessment.
At the listening center, have the students watch this on the IPad with a buddy.
http://activities.macmillanmh.com/OralLanguageActivities/main1.php?
selectionID=212
Summative Assessment:

Students will do a matching assessment where they will match the offspring with the parent.

Modification/accommodations:
Make sure that the websites are already set up on the IPads. The IPad section is for the fast finishers.
I will also have a selection of books about animal families available so that students can continue learning and
reading.

Closure/Review of walk-aways, vocabulary, and essential questions

(Note: Closure includes student interactions, reflection, and/or demonstrations.)

Review the Vocabulary again. (SIOP 27)

Review the Investigation that the students started the lesson with. Ask questions such as: What do you
see in these pictures? What is different? What is the same? Use the pictures that you started with.
(SIOP 30)

SIOP Indicators
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills (reading, writing, listening, speaking)
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

PowerPoint with vocabulary, sample questions for the game

Matching cards/pictures
IPads with website
SMART board for game
Assessments

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?

Note: You must arrange to have at least 40 minutes to teach your lesson.