Teacher Candidate

Name:
Grade Level:
Subject:
Date:

Tia Schumacher, Chandler Britzman, Ellen Weber

5th Grade
Science

Millicent Atkins School of Education: Common

Lesson Plan Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
5ESS31Obtainandcombineinformationaboutwaysindividualcommunitiesusescienceideastoprotectthe
Earthsresourcesandenvironment.(SEP:8;DCI:ESS3.C;CCC:Systems)
21stCenturySkill
3.Researchandinformationfluency

List the Learning Objective(s) to be addressed in this lesson. Use the

following format: Students will be able to
Students will be able to research local communities and find how they
protect Earths resources and the environment.
Describe how the objective is relevant to students lives.
Students need to know how to research information in their future years and it is
important that they know how to help their environment in their community.

List the words relevant to the content area that you will either introduce
and/or review during your lesson.
Conservation, resources, renewable, reusable
List the materials you will need to teach the lesson.
iPads, smartboard and internet, symbaloo, The Lorax, sticky notes, pencils,

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to

measure students level of understanding toward the learning objective(s)

prior to teaching the lesson.
Survey that asks five simple questions about what are renewable resources, what
is conservation, what are some items you can reuse, what is a way a community
protects the environment, & what are some ways you can reduce use of
resources.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if

applicable)
Is your pre-assessment included at the end of this lesson plan?
Describe the timeline as to when you plan to administer the preassessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).
Two days prior to the lesson.
Create and insert a table/chart/graph that shows the pre-assessment data
results. (if applicable)

Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.
We will use what students know already about the subject and direct our
instruction. If students know a lot then we will go further in depth. If there
is lack of knowledge we will do more direct instruction on the terms.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment
you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.

 Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which
provides a model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.
Smart Board, iPad

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information
(Task I).
I will follow the students IEP.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
I will walk around the room to make sure students stay on task. Since students
are working in groups of three, I will make sure they are using each other as a
resource. If students are having trouble starting, I will direct them towards what to
search for. I will have the students repeat back the directions of the assignment to
me.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
I will start the lesson by reading the book The Lorax by Dr. Seuss. I will then ask
the students what the lesson or theme of this story was? (Protect the
environment). I will then start a group discussion on ways we can protect our own
communitys environment. I will then introduce the concepts of renewable and
reusable resources and how different communities help their environments.

Describe how you will communicate (to students) how the objective is
relevant to their lives.
I will explain to students that it is important that they know how to take
care of their environment in order to be sure their resources dont run out.
Communicate to the students that they are the future and they are
responsible for what happens to our environment once they get older.
Describe what instructional strategies you will use to
model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
Children will use experiential learning will be used from Kolb. Direct Instruction
will be used from John Hattie. Visual representation from Gardner, as the children
will use what they know to create a visual presentation.

Describe how you will check for students understanding before moving on
to guided practice.
Before moving on, Students have to write down an environmental concept they
learned on a sticky note and stick it to the board at the front of the classroom.
Students will need to put their names on it so that when the instructor looks over
them they know which students to see about clarifying concepts. (Anchor)

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
Together, we will have link on a sybaloo ready to click. I will click on the links and
students will help me figure out what to search to find good and bad communities
with various environmental conditions. We will discuss what makes the
information and the source reliable. We will also go over what information is worth
using and what are purely extra facts. (Student Inquiry)
Describe how you will check for students understanding before moving on to independent
practice.

I will use formative assessment of thumbs up or down on if the students

understand. I will also ask the students if they have any questions and if

they do to first ask a partner or their group and if they still cant figure it out
then, ask me for more help. (Teacher feedback & coaching)
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)

(Task) In a group of two or three, (collaboration and teamwork)

assigned randomly by the teacher, the students will create a three-four
minute presentation on iMovie or Educreations (Student Choices)
(Directions) on a community that protects their resources and is
environmentally conscious and then an example of a community that is not
protecting their resources or environmentally conscious. (Student Inquiry) After
the students present their presentations in groups then, they will retake the preassessment so that their learning can be measured.

APPENDIX: Include a blank copy of your post-assessment.

Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small
group, etc.).
The students will present their videos in class. (Public Presentation).This
will all be done in one period as they are bigger groups and wont take up
too much time.
Have students evaluate their own assignment and list any changes they would
make if they were to do it again and what the most interesting information was
that they learned. (Student Reflection).
I will analyze the presentation based on the rubric. (Teacher Coaching and
Feedback)

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Insert an image of your table/chart/graph here.

Description:

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

List and describe two ideas for redesign you would make if you were to teach this lesson
again.

2 points

4 points

6 points

8 points

10
points

Presenta Presentati Presentati Presentati Presentati Presentat

tion at
on was 1 on was
on was 2 on was
n was 3-4
time
minute
1.5
between minutes
limit
miutes
2 and 3
minutes

Key
points

0-1 key
points

2 key
points

3 key
points

4 key
points

5 key
points

Was
technolo
gy used
sufficien
tly to
convey
knowled
ge and
learning
?

No,
technolog
y was not
used.

Technolog
y was
used, but
it did not
make the
informati
on clear.

Yes, but
there
were 3-4
confusing
points.
Understo
od
concept
but
needed
more
work

Yes, but
there
were 1-2
confusing
points.

Yes, it wa
communi
ted in an
easy to
understan
manner.

Rubric