Indiana Wesleyan University

LESSON RATIONALE
This lesson will help students identify how to form hypotheses and record information to
determine the most fit ecosystems and what factors work together for the greatest sustainability.

Goals/Objectives/Standard(s)
A. Goal(s)- Students will hypothesize and identify factors of ecosystems that support
different survival and growth.

B. Objective(s)-
● Students will hypothesize how different ecosystems support the stability of organisms
within.
● Students will identify parts of an ecosystem.
● Students will compare and contrast sustainability of each ecosystem.

C. Standard(s): ​4.LS.3​ Construct an argument that plants and animals have internal and
external structures that function to support survival, growth, behavior, and reproduction
in different ecosystems.

Management Plan-
● Anticipatory set: 8 minutes, around room
● mini-lesson: 10 minutes, desks
● forming hypothesis: 5 minutes, desks
● setting up ecosystems: 20-30 minutes
● closure: 4 minutes, cool down corner
Procedures/Expectations:
● Students will be expected to follow all classroom rules, listening when needed, rotations,
etc. If unable to follow procedures students will be asked to do alternate projects/lessons.

● Anticipatory Set:
● Set up 4 corners of the room as “season stations” each corner will possess a
different season with different conditions. They will record answers for stations
on what they chose and why.
“For this activity we are going to stand up and make our way around each of the 4 corners of
the room. As we get to a station it will be a different environment in which we then need to make
the decision about what components we would choose to best suit our needs to live there. For
example, if I am living in a cold and snowy environment, I would probably choose to have a pair
of nice gloves over a pair of sunglasses. Let’s get started and record each station and what
would best suit our living needs in that environment!”
● Stations:
○ Winter: Cool (have fan blowing if desired) and the conditions will be
freezing temps and snow. Students can choose a coat or swimming suit.
○ Summer: Hot (put near heater if possible) conditions will be sunny and
humid. Students can choose between mittens and sunglasses.

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 ○ Spring: rainy, mild weather, (go around and spritz students at the station as
they arrive. Students can choose between an umbrella and sunscreen.
○ Fall: Cool, windy conditions. Students can choose between a light jacket
and swimming goggles.
● After students have visited each station, come back together and ask students to
discuss with shoulder partners what they noticed about each station and the
options offered, and have 2-3 students share.
● Purpose Statement: ​“Today, we are going to be learning about how the different
characteristics of ecosystems can affect how plants survive there, just like we chose our
components of what we wanted to wear during our seasons to keep us the most
comfortable, plants do the same thing when they are living in different environments.”

PLAN FOR INSTRUCTION

Adaptation to Individual Differences and Diverse Learners​-

● For the lesson it is important to be aware of all students and their need for stimulation,
dopamine, and the ability to work in their best environment. For this specific reason I
am trying to limit the amount of time spent at desks so students are active for the
majority of the lesson, including the around the room activity of the anticipatory set.
● For students who may struggle with attention, I will continuously add in small brain
breaks, students will be expected to treat brain breaks and manipulatives as tools and
time to reset, these expectations will be communicated.
● For ELL students, I will create a powerpoint of the directions and steps of the lesson
translated into their 1st language below. They will receive their journal and prompt
questions in english and native language simultaneously. I will also pair them with a
bilingual student if I have one available in the room and do continuous check ins.
● For students who need specified step by step instruction I will provide a schedule
written on the board of what tasks we are going to accomplish and in what order. I
will also provide step by step instructions of how to properly outline the journal.

Lesson Presentation (Input/Output)-

● Begin by introducing ecosystems, students will discover how different parts of these
systems work together to thrive off one another and that is how our plants survive.
● “Let’s talk about how parts of an ecosystem work together to help it survive. Each living
and nonliving thing in an ecosystem has a role, as each part carries out their role they
work together to survive, kind of like a puzzle, if there’s a missing piece the entire
ecosystem does not work how it should.”
● Review with students components of a functioning ecosystem
● “Let’s look at some of these characteristics of a typical ecosystem. We are going to read
through this powerpoint to discover some key terms we need to know when learning
about ecosystems.”

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●

● Go through each of these slides in order to get students thinking about parts of an
ecosystem. It is not necessary at this point in time that students have mastered terms or
content. We will continue to discuss as we monitor results of our ecosystems.
● “Here is a flow chart of what makes up our ecosystems. These terms biotic and abiotic
are ways we describe the living parts of our system and nonliving parts. For example, as
you can see that our biotic components are producers, consumers, and decomposers
because these are types of animals and living things that depend upon other things in the
ecosystem to live. Our list of abiotic components are factors like the wair, water and soil
that our ecosystem has.”
● “As a class we are going to be creating our own ecosystems today called terrariums. Our
goal is to create an ecosystem that will best sustain the life of our succulent. To sustain
means to keep up or maintain our environment.”
● “Before we build our ecosystems I want you to be thinking about how the different parts
work together to keep the ecosystem alive. We are going to record our answer to our
question better known as making our hypothesis. Our question is, ‘What materials would
create an ecosystem that best supports our plant growth and why?’ We then will check on
our ecosystems weekly to observe and record changes and observations.”

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 ● Upon completing hypothesis sheets students will hand them in and receive a lab journal.
Students will be responsible for the next month to record data on each of the terrariums
and significant changes they see happening. The following prompts will be given in the
journal:
○ What abiotic factors are present, and what are they contributing?
○ What biotic factors are present, and what are they contributing?
○ How is the light source affecting each terrarium?
○ Is our plant thriving more or less in one ecosystem over the other?
● TEACHER REFERENCE DIRECTIONS: ​Green Terrarium Steps​ ​Water Terrarium
Steps

Examples of finished products:

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Check for understanding:
● Students will complete a journal every 3 days to observe and record notes on any change
in their terrarium or what they think is happening with each part.

Review learning outcomes / Closure:

“4th grade you have been such good scientists today! I know we are just getting started but I am
so excited to see what observations you make! Turn to your shoulder partner and discuss what
are 2 factors that make up an ecosystem that you think is most important!”
*​Give students 3 mins to discuss and share*

PLAN FOR ASSESSMENT

● Students' journals will be an authentic assessment of their learning. Students will be
assessed on accuracy of observation and factors taken into account while observing. Did
they mention abiotic and biotic factors, light source, plant type etc. These journals will be
built up of observations over a month’s time.
● At the end of the monthly science experiment, students will be expected to fill out
another lab report of their findings and if the hypothesis they made was correct or
incorrect. Students must choose a format of presentation to back up their findings.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. How are you going to be sure each student fully participates in this classwide
experiment?
8. What will you do if students observe and record together without forming their own
opinions?

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 9. What is an alternate way to assess students' understanding of ecosystem part dependence?

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Rationale Candidate demonstrates Candidate uses Candidate uses Candidate uses
little or no understanding understanding of how understanding of how understanding of how
of how planning is children grow and children grow and children grow and develop
related to how children develop across the develop across the across the developmental
CAEP K-6 1.a grow, develop, and learn. developmental domains developmental domains domains, and is able to
but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.

Readiness
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Goals/ Lesson objectives are Lesson objectives are The lesson plan contains The lesson plan contains
Objectives/ poorly written and/or correlated with learning objectives that connect clearly stated content
Standards have little or no goals and standards. The goals and standards with objectives. Objectives are

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 connection to learning
goals or standards. Little
connection exists
INTASC 4 between objectives and
CAEP K-6 3.c
lesson activities and
assessments.
connection between
objectives and lesson
activities and
assessments is weak or
unclear.
lesson activities and
assessments.
logically connected to
appropriate goals and
standards and are
consistent with lesson
activities and assessments.
Instructional planning is
based on individual
student needs.

The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set
content of the lesson.
InTASC 8
The statement of
purpose is ambiguous or
worded so generally that
Purpose the connection with the
content of the lesson is
not apparent.
The connection between
the anticipatory set and
lesson objectives and
content is weak or
unclear.
A statement of purpose
is included in the LP, but
has little power to
motivate students and
capture their
imaginations.
The anticipatory set is
clear and direct and
focuses students’
attention on the lesson.
The statement of purpose
is clearly connected to
the content of the lesson
and is presented in terms
that are easily
understood by students.
The anticipatory set
connects the current
lesson with previous and
future learning and
focuses students’ minds
and attention on the day’s
lesson.
The statement of purpose
has the power to capture
the imaginations of
students and motivate
them to accomplish the
expected learning.

Plan for Instruction

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Few or no instructional Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are opportunities are
Adaptation to included. Any provided in this lesson; provided in this lesson. provided in this lesson
Individual instructional however, they are not The opportunities are that demonstrate the
Differences and opportunities are not adapted to individual developmentally candidate’s understanding
Diverse developmentally students. appropriate and/or are of individual learner
Learners appropriate or adapted adapted to individual characteristics and how
to individual students. students. these differences might be
CAEP K-6 1.b used to maximize a
InTASC 2 student’s learning. Unique
Diversity instructional
opportunities are included
for individual students.

Plan for Instruction, cont.

The Beginning
Candidate
The candidate’s lesson is
not developmentally
appropriate.
Lesson
Presentation The candidate’s lesson
does not use appropriate
modeling and guided
practice.
InTASC 5
CAEP K-6 3.f The lesson presentation
includes little
opportunity for students
to engage in relevant and
active learning.
Differentiated The candidate’s plan is
Instruction not differentiated for
subsets of students or
The Developing
Candidate
The candidate’s lesson is
somewhat
developmentally
appropriate.
The candidate’s lesson
includes the basic level of
modeling.
The lesson presentation
includes activities that
encourage student
participation, but lack
purpose or depth.
The candidate’s plan is
differentiated according to
a subset of learners and
The Competent
Candidate
The candidate’s lesson
demonstrates an
understanding of
developmentally
appropriate practice.
The candidate’s lesson
includes both modeling
and guided practice.
The lesson presentation
includes relevant
activities that encourage
student participation and
critical thinking.
The candidate’s plan is
differentiated according
to learners and includes a
The Accomplished
Candidate
The candidate’s lesson
demonstrates strong
developmentally
appropriate practice
including a variety of
ways to teach content.
The candidate’s plan
includes multiple ways to
model and guide practice.
The lesson presentation
supports student
motivation through
relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.
The candidate’s plan is
differentiated according
to learners and includes a

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 CAEP K-6 3.d individual students.
Little or no provision is
included to check for
Check for student understanding
Understanding or to reteach concepts
that elude students
InTASC 4
during the initial
presentation.
Review Lesson closure is not
Learning included, or is not
Outcomes/ related to the goals
Closure and/or content of the
lesson.
InTASC 4
No independent
Independent practice activities are
Practice/
included in the lesson,
Extending the or activities are
Learning
unrelated to the
InTASC 5
content of the lesson.
Plan for Assessment
The Beginning
Candidate
The lesson plan does not
Formal and include formative
Informal assessment activities, or
Assessment there is little or no
correlation between
CAEP K-6 3.a planned assessment
InTASC 6
activities and lesson goals
and objectives. Any
assessments included are
not developmentally
appropriate for the
students.
Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to
specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of
appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all
students to achieve the expected outcomes. InTASC Standard 7
The Beginning
Candidate
includes modifying content
or instructional processes.
A guided practice section is
included in the lesson plan,
but the connection with
the lesson presentation is
weak and/or unclear.
Lesson closure is weak
and/or poorly written.
Independent practice
activities are not well
conceived and/or written;
student accomplishment of
IP activities is not likely to
result in lesson mastery
The Developing
Candidate
Formative and
summative asessment
activities are included in
the lesson, but they are
not well correlated to
and/or do not cover the
full range of LP goals and
objectives. The
assessment strategies do
not promote development
of each individual
student.
The Developing
Candidate
8
variety of instructional
approaches that address
individual interests and
preferences for learning.
The lesson plan includes a
plan and the means to
check for student
understanding of the
lesson. A provision is
included to reteach all or
part of the lesson to all or
part of the class.
Lesson closure relates
directly to the lesson
purpose and/or objective.
Assignments or activities
are included that provide
students with the
opportunity to practice
learned skills; All
activities match lesson
objectives.
The Competent
Candidate
A plan for formal and
informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the
individual students.
The Competent
Candidate
variety of instructional
approaches that address
individual interests and
preferences for learning.
The candidate
differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Plans to check for student
understanding of the
content are an integral
part of the lesson, and
include frequent
questions and other
actively engaging forms of
formative assessment
during guided practice.
Lesson closure is clearly
correlated to the content
of the lesson and actively
engages students in
summarizing the essential
elements of the lesson.
Independent practice
activities are highly
correlated to lesson
objectives and content
and lead to student
mastery.
The Accomplished
Candidate
Formal and informal
assessments strategies
are a seamless and
integrated part of the
lesson. The assessments
are highly correlated to
the learning objectives
and promote continuous
intellectual, social,
emotional, and physical
development of each
student.
The Accomplished
Candidate
Integration of The lesson plan reflects The lesson plan reflects The lesson plan reflects The lesson plan reflects
Technology educational decision insufficient or misaligned educationally sound educationally sound
making regarding decision making decisions regarding decisions regarding
InTASC 7 available technology regarding available available technology available technology
Technology
that adversely impacts technology; statements (including, but not limited (including, but not limited
Thread student learning and/or indicating the use of to, instructional and to, instructional and
fails to engage students instructional, assistive, or assistive technologies) to assistive technologies)
at the necessary level to other technologies are support learner needs that engage students,
meet lesson objectives. written in general terms and the curriculum. enhance the learning
or in terms unlikely to process, and/or extend
impact student learning. opportunities for learning.

Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions The lesson plan includes Additional self-answer
Post-Lesson are not included in the are included, but do not all required self-answer questions are included that
Analysis lesson plan. fit the content or questions. Questions are specifically address unique
purposes of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
InTASC Standard 9
based on the lesson included to plan, monitor,
assessments. and adapt instruction based
on the lesson assessments.

Revision Date: August 21, 2018

CAEP 2018 K-6 Standards
2013 InTASC Standards