University of New Haven: Graduate Education Department

2013 2014 Science Lesson Plan Format

To be completed by the Student Teacher ; a copy of the plan should be provided to Cooperating Teacher and University Supervisor prior to lesson implementation.

Student Teacher: Olivia Navickis

Grade Level: 10

Subject: Biology

Date of lesson: 11/9/14 Length of lesson: 50 minutes

Lesson Topic:
Finding Credible Sources
Overall Goal: (Broad statement using non action verbs)
Students should be able to understand what makes a source reliable and what makes a source unreliable
Learner Background: (This addresses why the lesson is being taught.) Describe the students prior knowledge or skill related to the
learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students previous
performance in this content area or skill impact your planning for this lesson?
Students may think that Wikipedia is the only unreliable source. They may have also had an experience where they thought a source was
reliable but when they actually used the information they found it to be incorrect.
Curricular Standards: Identify the primary standard(s) this lesson is designed to help students attain:

National:

NCTE.7 Students conduct research on issues and interests by generating ideas and questions, and
by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print
and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and
audience.

NCTE.8Students use a variety of technological and informational resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson. Use action verbs.
SWBAT:
Distinguish between reliable and unreliable sources.
Materials/Resources: List the materials you will use in each learning activity including any technological resources.
Computer/ Tablet for every student (or at least every group)
White board/Smartboard
Worksheet
Lab Safety

Requirements: Describe the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of
all materials used within their subject area science instruction. Include MSDS for all chemicals being used in the lesson
(http://www.flinnsci.com/msds-search.aspx) (If this does not apply to the current lesson, state, Does not Apply)
Emergency Procedures: Describe emergency procedures and the maintenance of safety equipment, policies and procedures
that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the
abilities of all students. (If this does not apply to the current lesson, state, Does not Apply)
Ethical Treatment of Organisms: Describe ethical decision-making with respect to the treatment of all living organisms in
and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions
on the collection, keeping, and use of living organisms. (If this does not apply to the current lesson, state, Does not Apply)
Featur
e

Name
Scientific
Question

Description
Each 5-DIE lesson is focused on a scientific question (i.e. Big Question). With feature one of 5-DIE, the student will be asked to
respond with their initial ideas related to the Big Question. Example: Prior Knowledge Activity/Formative Assessment Related to
the Topic of Study

August 2013 University of New Haven

2013 - 2014

University of New Haven: Graduate Education Department

2013 2014 Science Lesson Plan Format
1

Collect
Evidence

Feature two of 5-DIE is an activity where the students are required to collect some evidence related to the science content of the Big
Question. Example: Lab/Activity that requires the students to engage in evidence collections.

2
Create
Explanations

Feature three of 5-DIE involves students analyzing their evidence and using it to generate an explanation (also called a claim) about the
scientific ideas of the lesson. Typically, the analysis will produce an artifact that the student will describe and justify to their peers and
teacher at in feature 5.

Example: Developing a Conclusion, Model, Graph, that answers the Big Question

Compare
Explanations to
Scientific
Knowledge

The accepted scientific understanding of the lesson is presented with feature four of 5-DIE. In addition to demonstrating a thorough
understanding of the scientific knowledge of the content, the student will be asked to compare and contrast your explanation from
feature three. Example: Lecture, Research, Textbook reference

Communicate and
Justify
Explanations
5

Finally, feature five of 5-DIE involves the students sharing and justifying their explanation and artifacts from feature three among their
peers and with their teacher. The culminating activity of 5-DIE is to reflect on the Big Question of feature one and synthesize their
understanding by using their evidence to compare and contrast their ideas with those of their peers and teacher. Examples:
Collaborative Argumentation Strategies: Big Paper, White-boarding, Small GroupWhole Group Collaboration

The Lesson:
5-DIE
Feature

Time In
Minute
s

1,2

10

3,4

4,5

20

What is the Teacher Doing?

Posting the warm-up on the white
board.
"What do you think makes a website
reliable? How can you tell that a
website is not reliable?"
Discuss with the students their
answers to the warm-up questions.
Figuring out where the student's
background knowledge is.
Breaks the students into group of
three or four (depending on the size
of the class). Give each group of
students at least one tablet or
computer to work on.
Give each group of students a list of
websites that contain the URL
anatomy as follows:

http://random.blogspot.com

http://www.random.gov

http://www.columbia.edu/~jran
dom

http://www.random.com

What is the Student Doing?

Description of Learning
Outcomes
(Why are you doing it?)
& SKI Principles

Answering the questions to the

warm-up on a piece of lined paper
as they enter class.

Obtaining, evaluating,
and communicating
information

Discussing their answers to the

questions in the warm-up

Obtaining, evaluating,
and communicating
information

Getting into the groups that are

assigned by the teacher and
receiving a computer or tablet to
work on.
The students will be ranking the
different websites they are given
based on their level of authenticity.
They will be creating arguments for
why these websites are ranked in
this way.

Developing and use

models
Constructing
explanations
Engaging in argument
from evidence
Obtaining, evaluating,
and communicating
information

Then have the students rank the websites

based on their authenticity. The students
should create an argument for why they
believe these websites are ranked in this

August 2013 University of New Haven

2013 - 2014

University of New Haven: Graduate Education Department

2013 2014 Science Lesson Plan Format

certain order.
The teacher will be walking around and
assisting students as they work in their
groups. He/she will be listening for
conversations that are meaningful to the
authenticity of websites and providing
scaffolding when needed.

4,5

15

Have each group present a three

minute presentation where they
discuss why they believe that their
websites are in the best order.

Presenting their group presentations

that explain what they determined to
be the best order for the reliability of
the websites.

Have students fill out an exit slip:

"How has your view of the
reliability of websites changed after
today's class?"

The students will be answering the

question on the exit slip.

Constructing
explanations
Engaging in argument
from evidence
Obtaining, evaluating,
and communicating
information

Individuals Needing Differentiated Instruction: Describe students with learning differences. These students may be special or general
education students and need not be the same students for each lesson. Students may represent a range of ability and/or achievement
levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, for formal, scripted observations and in lessons
included in the portfolio, it is expected that each student teacher will demonstrate the ability to plan and implement differentiated
instruction in order to meet the needs of students at both ends of the learning spectrum.
Remember: differentiation means different, not more; differentiation should focus on learning, not behavior
Which students do you anticipate may struggle with the activities and/or learning objectives of this lesson?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student learning?
differentiated instruction
Grouped with students who would excel at this group activity so those students may
assist with understanding
CK
Which students will need opportunities for enrichment and/or higher level of challenge?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student learning?
differentiated instruction
Grouped with students who may struggle with this assignment so that they could help
assist with understanding
DK

August 2013 University of New Haven

2013 - 2014

University of New Haven: Graduate Education Department

2013 2014 Science Lesson Plan Format

August 2013 University of New Haven

2013 - 2014