Supervisor Observation #3 Name: Sydney Dowling

Grade Level Being Taught: 3rd Subject/Content: Science Group Size: Date of Lesson: 4/1
17 & 14

Pre- Observation Reflection: Designing Lessons to Meet Student Learning Needs

Learning Objectives and Goals
When stating the learning goals of the lesson, I will inform students that, “Today, we will be learning about the parts of a plant”. This will
allow students to ensure they are meeting the learning goals as they themselves progress through the lesson. Likewise, as we complete each
of the activities, I will state that students must include at least two points for each portion of the KWL chart and label each of the parts of
the plant accurately by the end of the lesson.

Using Data
This lesson actually serves as the introduction to this unit and will provide me with information about what students already know about
plants, what they want to learn about plants, as well as what they learned from today’s lesson but may still need support in moving
forward. Therefore, this formative assessment data will provide insight in how to approach this unit to best meet students’ needs.

Assessment
I expect students to respond to questions both whole group and individually if they are more comfortable as their question may lead to
other questions about plants or could even be the same question another student had. A large portion of this lesson will consist of students
sharing their thoughts about the book, what they know, want to know, and learned about plants too.

Instruction
Students will be made aware of the expectations of the activities within the lesson as instructions will be written/ typed within the chat for
each activity as well as said verbally to ensure all students know what is expected of them

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Supervisor Observation #3 Name: Sydney Dowling

Grade Level Being Taught: 3rd Subject/Content: Science Group Size: Date of Lesson: 4/1
17 & 14

For the KWL Chart the instructions will include: “For our KWL chart, your first box will be labelled “K”. Here you will write down at
least two facts you already know about plants. For the second box, “W”, you will share at least two things you want to learn about plants.
For the last box, “L”, you will fill this box out as we read our story. In this box you will write anything you learned from the story.”
For the Parts of a Plant Sketch I will include: “Word Bank: Stem, Roots, Leaves, Flower” and “Copy the sketch of the plant in your
notebook and as we read the story, fill-in the blanks for the parts of a plant using the words from the word bank. As we read, if you learn
what these parts of a plant do, write that down as well!”

Observation Focus
For this lesson I wish to focus on the goals of providing visual supports throughout lessons to guide students who may need more concrete
representations available and monitoring classroom engagements to ensure equity of voice. By providing written and pictural
representations throughout my lesson, I have focused on ensuring students have various modes of understanding the content of this lesson
and what is expected of them. Likewise, I wish to focus on utilizing a class checklist to ensure students who wish to share have all had an
opportunity to share and one or several students are not dominating the whole conversation. For this lesson I will also be focusing on
FEAP 4a: Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction
based on those needs and drives the learning process. As well as FEAP 5f: Implements knowledge and skills learned in professional
development in the teaching and learning process.

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Supervisor Observation #3
Grade Level Being Taught: 3rd
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards.)
Understanding the standards
over time
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Name: Sydney Dowling
Subject/Content: Science Group Size: Date of Lesson: 4/1
17 & 14
Part 1: Lesson Content
Parts of a Plant- The Science Behind Plants
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to the interests and cultural backgrounds of the students as they will be exploring
the world around them through plants.
How does this lesson connect to/reflect the local community?
This is lesson connects to the local community as students can share this information of plants as they
go out into the world and connect this information to the plants all around them.
SC.3. L.14.1- Describe structures in plants and their roles in food production, support, water and
nutrient transport, and reproduction. 
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
While this standard is focused on human body parts, students must understand that living organisms
have parts that each have jobs that allow them to live and grow:
SC.2.L.14.1- Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and
their basic functions.
Trace the standard to the next grade level. What will students learn next related to this standard?
While this exact standard is not covered in fourth grade, students will still need to know the parts of a
plant in order to progress in these standards:
SC.4.L.16.1- Identify processes of sexual reproduction in flowering plants, including pollination,
fertilization (seed production), seed dispersal, and germination.
SC.4.L.16.2- Explain that although characteristics of plants and animals are inherited, some
characteristics can be affected by the environment.
Supervisor Observation #3
Grade Level Being Taught: 3rd
What misconceptions might
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show
it- there might be clues in the
standard)
Measure (HOW WELL they need
to do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
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Name: Sydney Dowling
Subject/Content: Science Group Size: Date of Lesson: 4/1
17 & 14
Students may have misconceptions about the parts of the plant and where each part is on the plant/ its
role in keeping the plant alive and healthy.
Students may have the misconception that trees, grass, vegetables, and weeds are not plants.
Students may have the misconception that plants take in all substances they need to grow through
their roots or that leaves take in water.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between
potential and kinetic energy (content- what). 
--Based on what they read in the first half of a fiction story, students will be able to write (action-
how) a reasonable (measure- how well) prediction (also part of the action) for how the main character
will respond to a challenge in the second half (content- what).
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Students will be able to label plants’ parts with 100% accuracy in their notebooks with a drawn sketch
and word box.
Students will be able to state two points about what they know, want to know, and have learned about
plants and their parts by the end of the lesson.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? Basic Application of Skills and Concepts
Which level(s) of thinking is/are called for in your objective?
Recall and Basic Application of Skills and Concepts
Why did you choose this level(s) of thinking?
I chose these levels of thinking for my objective because they aligned with my standard and because
Supervisor Observation #3
Grade Level Being Taught: 3rd
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student learning/student
work? If you’re using a rubric,
include your rubric here.
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
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Name: Sydney Dowling
Subject/Content: Science Group Size: Date of Lesson: 4/1
17 & 14
students would need to recall prior knowledge for the KWL chart.
Describe your assessment plan:
For this lesson, the assessment plan with focus on in-class work as students complete a KWL chart
about general information they already know about plants, want to learn about plants, and at the end
of the read-aloud, learned about plants. Students will also complete a sketch of a plant with labels for
the parts of a plant (stem, roots, leaves, and flower) and what each of these part’s jobs are.
Is your assessment formative or summative? Why did you make that assessment decision?
This assessment is formative as it is an introduction to our plant unit and provides me with
information about what my students currently know about plants and how we can ensure students are
also learning what they want to know about plants as the unit progresses
How does it align with your objective?
This aligns with my objectives as students are able to demonstrate their ability to accurately label
plant parts, as well as share their information in their KWL charts.
There is no rubric for this lesson, but students will earn points for class if they participate in the
labeling of the plant parts activity and upload a photo of this after the lesson. Students will also earn
points for their KWL chart as long as they have followed along with the class and are able to share at
least two points or facts for each portion of the KWL chart.
Part 2: Lesson Implementation
 We will be meeting over Zoom. Therefore, the students will all be coming on to the Zoom
meeting space, with their cameras on, microphones muted, and ready with materials on hand.
This should consist of their science notebooks and a pencil.
 Since there are opportunities to share during this lesson, students will be expected to raise their
hands and wait to be called on to share. To remind students of this, I will clarify that I will be
calling on friends that are raising their hands. Students will also be expected to be remain
muted while another student is sharing, therefore, as we begin, I will remind students that I
Supervisor Observation #3
Grade Level Being Taught: 3rd
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you
use if students do not meet
your expectations? Are
there specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use?
Why did you choose these
materials? Include any resources
you used. This can also include
people!)
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Name: Sydney Dowling
Subject/Content: Science Group Size: Date of Lesson: 4/1
17 & 14
will call on a friend whose hand is raised and is muted. Students will also be made aware of
their participation points being awarded for those who are completing the parts of a plant
sketch and labels AND the KWL chart.
 The expectations for our class Zoom sessions are that students will keep their cameras on for
the entirety of the meeting, stay muted until called on or told to unmute, and are participating
in the class activities. Students should know these expectations but will be reminded when
they will need to be completing the activities and what is expected of them for each activity.
 If students are not meeting these expectations, I will begin by using positive reinforcement by
thanking students who do have their cameras on, are muted, are raising their hands, and are
participating in the Nearpod activities. If students continue to not meet the expectations after
this, I will message them privately in the chat to remind them of these expectations. If students
do not begin to participate in the Nearpod slides, I will ask them directly to please show their
thinking on the slide or ask if they have any questions about the slide. If students continue to
not meet expectations after this, they will lose points for their Zoom participation for the day.
 If students complete the task quickly, they can add to their Nearpod responses by typing an
explanation, drawing a model, or in general elaborating on their ideas. After the lesson,
students can get extra practice by going on to Greg Teng Xtra Math or completing an I-Ready
lesson from their path.
For this lesson, the materials needed by the students will be their lap-tops or device used for class,
access to Canvas for our Zoom meetings and Clever, as well as their science notebooks and pencils to
complete their sketches, labels, and KWL charts.
As the teacher, I will need my lap-top for access to Zoom, Clever, myON, and our class KWL chart. I
will also need my student checklist to track student participation throughout the lesson. I will also
need my phone with alarms to ensure I am staying on track for time on this day.
Supervisor Observation #3
Grade Level Being Taught: 3rd
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
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Name: Sydney Dowling
Subject/Content: Science Group Size: Date of Lesson: 4/1
17 & 14
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
For students who need differentiation in terms of process, they will be provided a word bank in the
chat with the different terms for the labels of the plant parts. For students who need differentiation in
terms of product, they may wish to draw pictures instead of writing words or sentences describing
what each of the parts of a plant does or when filling out their KWL charts.
Which specific students will benefit, and why?
Differentiating my lesson in terms of process will benefit students who are still developing in terms of
their spelling ability or learning the language.
Differentiating the product of the lesson benefits students who still need support in their spelling,
writing, or language development, as well as allows for students to be creative in how they show their
thinking or jot down notes as pictures and color often serve as memory agents.
What accommodations will you make for students who are English Language Learners? (Refer
to your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: For students within this stage, it is important to consider the fact they
may be in their “silent period”. Therefore, these students may benefit from drawing pictures or
typing words in the chat. These students within the pre-production level can write in their
native language if needed
 Early Production Level: Students within the Early Production Level may also draw or model
their work in a way that is meaningful to them. As the teacher, I can continue repeating
important phrases to emphasize the important parts of the lesson. Likewise, students may
benefit from materials being provided in the language in which they are most familiar.
 Speech Emergence Level: For students within this stage, they may benefit from being
provided with written instructions using simple language. Likewise, for this group it is
important to always validate their speech and limit corrections whenever possible to build
confidence.
Supervisor Observation #3
Grade Level Being Taught: 3rd
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
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Name: Sydney Dowling
Subject/Content: Science Group Size: Date of Lesson: 4/1
17 & 14
 Intermediate Fluency Level: For students in this stage, modifications of communication (can
speak instead of type) may be necessary- but they will still be expected to raise their hands.
These students may need support in more cognitive academic language, therefore providing
terms and definitions whenever possible, will be useful in building this terminology.
What accommodations will you make for students who have an IEP or 504 plan?
For students with an IEP or 504 plan, it is important to work with and aid them in meeting the goals
they and their team have outlined for their growth. Therefore, for this lesson, if students’ goals are to
participate more in class, or to show growth within this unit, I can encourage their participation by
praising them when they are participating class discussion or sharing their work and help clarify when
they may have questions. For some students, they may need instructions provided in multiple
modalities, therefore, I will make sure to include written and verbal instructions for each task within
the lesson.
What accommodations will you make for students identified as gifted and have an EP
(education plan)?
For students who finish a task quickly or grasp a concept quickly, they may benefit from serving as a
peer-tutor when other students may need to hear a concept explained in student language rather than
teacher language. Likewise, these students can also be asked to elaborate further or add more to their
plant labels or KWL charts to expand on their thinking and understanding.
This activity was inspired by CPALMS and their inclusion of the plant labelling page.
When exploring plant literature on myON, I discovered a book that offered a KWL chart as a sample
activity to pair with it.
https://www.cpalms.org/Public/PreviewStandard/Preview/1657
https://www.myon.com/reader/index.html?a=tscbh_plnts_s12
1. What is the content area for this lesson? Science
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
Supervisor Observation #3
Grade Level Being Taught: 3rd
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you
ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
 What will you as the teacher
say?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
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Name: Sydney Dowling
Subject/Content: Science Group Size: Date of Lesson: 4/1
17 & 14
guided/gradual release/etc.) Guided Lesson/ KWL
3. Step-by-step plan:
Time: Action Steps:
 2 mins: To begin the lesson, students will be asked to share some examples of plants and what
plants need to live and grow.
o Teacher Talk: “Can I have a few friends share some examples of plants and what they
need to live and grow?”
 5 mins: Students will then be able to create a KWL chart in their notebooks. I will model what this
can look like for students who may be unfamiliar with KWL charts and their format. After
reflecting on what we know about plants, students will complete the Know and Want to know
portions of a KWL chart in their notebooks. I will provide students two minutes to jot down their
thoughts for these portions of the chart. Then, I will have several friends share what they wrote
and will jot down some ideas on our class KWL chart.
 5 mins: Before we begin the book, students will draw plant outline in their notebooks as well, with
places to label the roots, leaves, stem, and flower and they will leave room to write what each of
the parts do. During this time, I will provide students with a template to follow to create their
quick sketch of their plants and boxes for labelling, I will also send in the chat a word bank so
students can look to that as a reference for which words to look for. As students sketch, I will also
share with them a real plant with the roots, stem, and leaves (but no flower, sadly).
Labelling Page: Realia:
 15 mins: As a class, we will read the myON Book- “The Science Behind Plants” during which
Supervisor Observation #3 Name: Sydney Dowling

Grade Level Being Taught: 3rd Subject/Content: Science Group Size: Date of Lesson: 4/1
17 & 14

they will label the plant parts and fill in the Learned portion of their KWL chart.
- If needed due to time shortage: Stopping place 1: pg. 1 and topping place 2: pg. 19
 3 mins: At the end of the book, I will ask students to share some facts they learned about plants
and fill-in the last portion of our class KWL chart.

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