Dakota State University

College of Education  

LESSON PLAN FORMAT

**Be sure to reference the Lesson Plan Rubric for prompts and guidance for each section!**

Name: Carly Woodring

Grade Level: Grade 3
School: Clark Elementary School
Date: 9/14/21
Time: 35 min
Reflection from prior lesson (Even if you did not teach the previous lesson, what did you observe that will
help you prepare and teach this lesson?Were prior objectives met? Were students engaged? How will you
remediate any problems?)

● Prior to doing this lesson, the students in the classroom will take a pre-assessment to see what
knowledge they already have about how apples/fruits grow. The students have previously learned
about pollination, plant reproduction, seed dispersal, and plant’s life cycle.

Lesson Goal(s) / Standards 

● 3-LS3-1

Lesson Objective(s) - (post-assessment and activity with observation)

● Students will learn how the food we eat is a result of selection.

● Students will be able to apply what they have learned about selection to answer real life questions.

Materials Needed 

● Four kinds of apples

● Mystery Three video
● Activity worksheet
● Post- Assessment worksheet
● Mystery Science 3 on smart board
●
Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students on IEPs, ELLs (English
Language Learners), students on behavior plans, characteristics of the class such as talkative, high-poverty,
etc.)

● 13 students in class
● 5- Girls
● 8- Boys
● 1 student on an IEP for behavior
● 2 ELL student
● 1 student on a 504 plan for accommodations

Connection(s) to Research & Theory (what learning theory or research-based method supports your chosen
methodologie or assessment?)

A.  The Lesson 

 
● Introduction (5 minutes)  
○ getting attention:
 - “Alright, class it’s time to turn your attention to me.Give me a thumbs up if you like to eat
apples.”
- “Today we are going to learn why our favorite apples are sour or sweet. So today we are going
to learn more about the foods we eat.”

○ relating to past experience and/or knowledge:

- Different types of fruits and vegetables, how they are all different. Ask why/how?
- (student should connect from previous lesson or how some have seeds and some don’t)
- Scaffold them into talking about how colors and shapes of fruits or vegetables are different.

○ creating a need to know:

- “How do we go to a grocery store and pick from the dozens of apple options?”
- Call on a few to share.
- “We usually select the ones we know we personally like, right? And we are able to do this by
selecting the name or variety of apple that we know we like. So it’s important to understand how
our favorite fruits and vegetables have been grown and make their way into our grocery stores.”

○ sharing objective, in general terms:

- “So today, class, we are going to learn about how our food has evolved or changed over time
and how we are able to choose our favorite fruits at the store.”

● Content Delivery (30 minutes & instructional methodologies: hands on, visual, and auditory) 

○ Mystery Science Three:

- Start the Mystery Science 3 video.
- Stop at the discussion: Discuss: How could you grow your own sweet apples?
- Ask students to think silently about question
- Ask them to turn to their seat partners
- Call on a few students to share their thinking
- Resume video lesson
- Stop again at the next discussion point.
- Discuss: In what ways are you different from your siblings?
- Have students think to themselves and then call on a few to share their differences.
- Resume video until next discussion
- Discuss: How could you grow an EVEN SWEETER apple, using the seeds from your new
apples?
- Call on a few students to share.
- Stop when the video gets to activity.
- Before handing students their activity worksheet- give clear explicit instructions.
- “We are going to be looking at a few apples today, class. You each will be getting your own
paper to fill out so you will be doing this activity by yourself at your seats, make sure to put your
name on the top. We are only working in the first column today so I don’t want any writing in any
other column. We will go in the order of how the apples are labeled on your paper. You are to
only write the color of the apple in the column labeled for apple colors and when you are done
writing you put your pencil down. Now some apples may have more than one color-that's okay,
just write the colors you see. I will hold each apple individually for everyone to see. I am going to
hand your worksheets out now, I want you to put your name on top and then put your pencils
down so I know you are ready.”
- Give students their activity worksheet.
- Hold up each individual apple and have the students complete column one of their activity
worksheet..
- “Okay class, here is our first apple - it is a granny smith apple”
 - Hold up apple
- “Here is an easy one! It’s in the name, this apple is called a Red Delicious”
- “Next apple is a Gala. Make sure you are filling in your column.”
- “And our last apple is a Honeycrisp.”
- “Once you have the column filled out that is label “What Color is it?” please put this in your work
folder. We will finish this tomorrow.”

● Closure (5 minutes)
- “So today, class, we learned how apples have changed or evolved over time through selection. We
have learned why we can go to the grocery store and select the type of apple that we like best such as
sour, sweet, or right in between.” Tomorrow we will finish our activity by tasting these four different
varieties of apples and we will finish that worksheet with it. BUT we are going to take that same “quiz”
that we did yesterday and do it again today so I can see what you have learned.”

B. Assessments Used

- Pre-assessment- Given on 9/13/21

- Observation- I will observe the students working individually and in groups to determine
- understanding and mastery of selection.
- Questioning- As I’m observing I will question students who seem to be struggling regarding their
- thinking in relation to selection and the evolution of apples.
- Post-Assessment- I will give students the same assessment as the pre-assessment to see what
progress they have made.
- Formative worksheet- Students will be assigned a homework assignment which will be graded to
- determine whether or not they understand the selection process.

 
C. Differentiated Instruction

● Adaptations for students with special needs or not meeting expectations

○ I will go around while students are working and work one on one with students who seem to be
struggling. I will follow IEPs for those students who are on one.
● Adaptations for those exceeding expectations
○ I will give students who understand the concept of selection I will have them discuss and
research selection beyond the foods we eat.
● Language Support (IF you have ELLs (English Language Learners)
- A majority of the instruction in this lesson will be verbal.
- I will support the ELL students by reading the instructions to them one-on-one as well as
explaining the day's task or activity.

D.  Resources
- Mystery Science- https://mysteryscience.com/