edTPA Lesson Plan- Complete vs.

Incomplete Metamorphosis
Name Yaritza Prendergast and Alleyne Thomas
Lesson #, Lesson Title
Complete vs. Incomplete Metamorphosis
Date and Day of the Week June 20 2017
Grade Level and Class 8th Grade Science
Period and Length 40 mins
Materials Needed PowerPoint, White Board and Graphic Organizer

Standards and Objectives

Standards:
Patterns of development vary among animals. In some species the young resemble the adult, while in others they do not.
Some insects and amphibians undergo metamorphosis as they mature. (4.3d)

Learning Objectives: SWBAT

1. Identify complete metamorphosis and incomplete metamorphosis
2. Differentiate between complete and incomplete metamorphosis
3. Analyze images of complete and incomplete metamorphosis and write brief scientific explanation utilizing
vocabulary terms in your reasoning.

Central Focus:

Academic Language Demands:

Metamorphosis
Complete metamorphosis
Incomplete metamorphosis
Life cycle (nymph, pupa, larva, egg, adult)

Students are going to be introduced to the aforementioned vocabulary terms on a on a PowerPoint presentation. Students
are given a graphic organizer located on the very first page of their student handouts. Students are instructed to copy down
the definition to for each term respectively. After students are familiarized with the academic vocabulary terms, they are
then going to apply their knowledge of the content by filling in a Venn diagram (structured practice application). This will
allow the students to depict any similarities and differences between complete and incomplete metamorphosis. For the
final assessment, students are presented with one image, and they then have to decide whether it is complete or incomplete
metamorphosis and write brief scientific explanation utilizing vocabulary terms in your reasoning.

Instructional Strategies and Learning Tasks that Support Student Needs

Time Action Rationale

Launch (Motivation) Students are asked How have you

change from the 6th grade till now 8th
5 min Students are presented with the following question: grade? Describe any physical
How have you change from the 6th grade till now 8th grade? Describe changes to relate their personal
any physical changes. experiences with the content being
taught.
Everybody Writes: Students are then asked to write down their
response to the Do Now silently and independently for about 2 mins.

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 Potential Student Responses Intended Student Responses

I got taller (only physical traits)

My hair got longer height

I didnt change at all hair length
I lost weight
weight gain or lost
I got fat
the presence of pimples or not
I got pimples

I eat more

My mood changed

Student Share-Outs: Students volunteers to share out their responses

to the Do Now question.

15 min Instructional Procedure (Explore)

Step 1: From slides 3 to 6, students are presented with vocabulary Terms are presented before an image
terms and definitions that they are instructed to copy down in their is shown on each type of
graphic organizer. Students are also shown a visual representation of metamorphosis to allow students to
each type of metamorphosis (complete and incomplete) so that they create their own mental visuals. They
can visually relate vocabulary terms. are then shown what that particular
type of metamorphosis looks like so
Step 2 (slide 7): Students are shown a side by side visual comparison they can compare their thinking to
of both complete and incomplete metamorphosis. the actual image.

[Assessment during Instructional Procedure]

Step 1

5 min (slide 8) students are given a blank Venn diagram and are Venn diagrams are a type of graphic
asked to compare and contrast both types of metamorphosis. organizer that can be used as a type
CFU (formative assessment): We will be circulating and formative assessment because it
looking at students work for understanding. allows students to graph information
(slide 9) a completed Venn diagram will be shown and visually and it generates discussion
students are asked to place a check mark next to each one they based on student thinking.
got correct. Students are then given the opportunity to ask any
questions to clarify misunderstanding.
CFU (informal assessment): look for any visual gestures
(hands raise- ask students to raise their hands if they are
confused or needs further clarification)

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 Structured Practice and Application

10 mins Step 2 This type of assessment will aid in

(slide 10) For the final assessment, students are presented with
one image, and they then have to decide whether it is complete
or incomplete metamorphosis and write brief scientific
explanation utilizing vocabulary terms in your reasoning.
CFU (formative assessment): We will be circulating and looking at
students work for understanding.
student learning because it allows
students the opportunity to enhance
and apply context and content by
utilizing the vocabulary terms the
learned.

[Assessment during and/or after Structured Practice]

Refer to Lesson Plan Guide for clarification

5 min Closure

Technology: Kahoot game (6 questions about the both types of Kahoot is a fun game that allows
metamorphosis) teachers to see areas of
misunderstandings so we can plan
Students are asked to put all handouts in their binders and collect a according for the next day.
laptop. They are then asked to go to kahoot.com and enter the pin that
is displayed on the board. After they log-in, the game will begin.

CFU: (formative assessment)- we will be able to see where students

are struggling the most.

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 PLANNING COMMENTARY

Describe your students. (What they know and can do related to the Central focusinclude students culture,
experiences, language background, practices and interests This is your context for learning.

How does this lesson connect to and build on prior learning or previous lessons?

How will this lesson prepare students for subsequent lessons?

Teacher Self-Assessment and Reflection

Explain how your lessons build on each other to facilitate student understanding
Describe how you meet the needs of your diverse learners.
Predict areas where you might have problems in the lessons. Explain how the scaffolds and strategies work to mitigate
misunderstandings.
Discuss the research and/or theories that support your learning tasks. CITE your sources.
Explain how your assessments and activities are differentiated and provide evidence of learning objective (goal).

edTPA Lesson Plan Guide

Name
Lesson # and Lesson Title
Date and Day of the Week
Grade Level and Class
Period and Length
Materials Needed

Standards and Objectives

Rubric 1 CCSS (list number of the standard(s) and write out the portion of the standard(s) addressed in this
lesson)

Rubric 5 List concrete, specific and measurable (observable) learning objectives for the lesson [what will
be learned]

Rubric 1; Central Focus

Glossary What is the big idea (or central focus) for the content of the learning segment?

Rubric 4 and Identify Academic Language Demands (vocabulary, symbols, syntax, and discourse) and Language
14 Functions (students will analyze, define, explain, justify, etc.) [the how]

Identify and list academic language, particularly words/phrases that are essential to understand the
context of this lesson.
What language function do you want students to develop in this lesson? Keep Blooms Taxonomy in
mind.

edTPA 12/15/16 p. 4
 What must students understand to be intellectually engaged in this lesson?
What content specific (vocabulary) do students need to support learning of the objective(s) for this
lesson?
What specific way(s) will students need to use language (reading, writing, listening, and/or speaking) to
participate in learning tasks and demonstrate their learning for this lesson?
What are your students abilities with regards to the oral and written language associated with this lesson?
How will you support students so they can understand and use the language associated with the language
function of this lesson and other demands involved in meeting the learning objective(s) of this lesson?

You should write in a general way about your methods and strategies

Assessments Related to this Lesson

Context for The Assessments
Learning; Provide evidence of full range of subject specific understanding
Are differentiated for all learners, IEP/504 Plans, Struggling Students, Gifted and
Rubric 5 Talented, ENL
Allow for meaningful student feedback (rubrics, self-assessment, teacher feedback)
Should be based on research

Assessment Type Purpose/Objective

(formal/informal)
Rubric 5; Description of What evidence of student
Task 3 Assessment learning (related to the learning
Modification to the objective(s) and central focus)
assessment so that all does the assessment provide?
students demonstrate Evaluation criteria/rubrics
their learning related to this lesson (Rubric
Tools/Procedures used will be the one you develop to
in this lesson to make sure that students have
monitor students met your learning goal.)
learning of the lesson How will you know whether
objective(s) your students are making
Is this assessment for progress toward your learning
instructional strategy goals(s), and/or how will you
or structured practice? assess the extent to which they
have met your goal(s)?

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 Thread these assessments throughout your lesson plansuse at least 2 per lesson.

Instructional Strategies and Learning Tasks that Support Diverse Student Needs
Context for Activities are sequenced (This is where you plan, step by step, what you will be doing in
Learning; the classroom)
Rubric 2 Explicit questions for students are carefully worded to facilitate high-level inquiry and
discussion. Write out the questions the way you would ask them.
Planned supports are evident (if students do not understand this, then I will)
Scaffolds address varying students language needs
Infuse Technology to promote engagement and support various learning modalities
Diversity is acknowledged. Measures are developed to meet the needs of the students
Diverse students include: ICT/SPED, ENL, SES, College and Career Ready, Gifted and
Talented, races/ethnicities, religions, sexual orientation, etc.
Time Instructional Strategies and Learning Tasks Rationale

Launch (Motivation) Why have you chosen the motivation

that you have chosen? It should be
How will you start the lesson to engage and motivate students based in research.
in learning?

Rubric 3 Instructional Procedure (Explore) How will you engage students to help
them understand the concepts?
What will you do to engage students in developing
understanding of this lessons objective(s)? How linking new content (skills and
What will you say and do? concepts) to students prior academic
What will the students do?
learning and their person/cultural and
What questions will you ask? (Make a list of the questions you
are going to ask and phrase the questions as you would ask community assets facilitate learning?
them).
What are the learning tasks for this lesson that are appropriate
for your students?
Assess learning!
How are you supporting your diverse students?

Think about theoretical principles and/or research-based best

practices and explain more fully in the Planning Commentary.
Cite the research that best supports your pedagogical
decisions.

How will you determine if students are meeting the intended

learning objective(s)? (Before you move onto structured
practice, you must make sure that your students are getting
the learning objective. You need to do a check for
understanding.)

Structured Practice and Application

How will you give the students the opportunity to practice so

you can provide feedback? (Create an activity where students
work individually, in pairs, or in a group).

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 How will students apply what they have learned?
How will you determine if students are meeting the intended
learning objectives?
How will you structure opportunities for students to work with
partners or in groups?
What criteria will you use when forming groups?
Discuss the rationale for your
methods (i.e. group work, text
rendering, accountable talk, etc.)
Discuss the reasoning for how you
structured the activity (individual
work, pair work, or group work). (If
group work, what kind of grouping
procedures did you use? Base in
research.

Make sure you include supports and

strategies for whole class,
individuals, and/or groups of students
with special needs.

Assess learning of objective!

Closure Sometimes its good to revisit the

objective and reframe it as a closing
How will you end the lesson? question

Complete this portion before and after lesson planning:

PLANNING COMMENTARY

Rubric 2 Describe your students.

How can you relate your students experiences, culture, language background, practices and interests to
the Central Focus of your lesson?

Rubric 1 How does this lesson connect to and build on prior learning or previous lessons?

What knowledge, skills, and/or academic language must students already know to be successful with this
lesson? (What do your students know and what can they do that is related to the Central Focus?)

What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the
learning of the objectives, skills, and concepts for this lesson?

What are the common errors or misunderstandings of students related to the central focus of this lesson?

How will you address them for this group of students?

What supports and strategies have you planned that are appropriate for whole class, individuals, and/or
groups of students with specific needs?
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Rubric 5 & How will this lesson prepare students for subsequent lessons?
15

How do these lessons connect with and build on the previous lesson(s) and succeeding lesson(s)?

How do you expect to build on these lessons in subsequent lessons?

Rubric 5; Teacher Self-Assessment and Reflection

Task 1
Explain how your lesson activities build on each other to facilitate student understanding.

How did you meet the needs of your diverse learners?

Predict areas where you might have problems in the lesson. (Problems may include but is
not limited to slow or fast pacing). Explain how your scaffolds will help you respond to
potential misunderstandings.

Discuss the research and/or theories that support your learning tasks. Cite.

Explain how your assessment(s) and activities are differentiated and provide evidence of
addressing the learning objective (goal). (Use research-based practices and cite them.)

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