FSA UDL LESSON PLANNING FORM

Revised September 2019

Teacher’s Name: Alexis Field Subject Area: Science
Grade Level: Kindergarten Topic: Animals, Plants, and Their Environment (Interdependent
Lesson Date: 5/12/21 Relationships in Ecosystems

PART I: Preparation & Pre-planning for Teaching

Content
NGSS/ P-12 NYS Science Learning Standard(s) (Performance Expectations)-
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
K-ESS3-3. Communicate solutions that will reduce the impact of humans on living organisms and non-living things in the local environment.
Science and Engineering Practices-
 Developing and Using Models: Use a model to represent relationships in the natural world. (K-ESS3-1)
 Analyzing and Interpreting Data: Use observations (firsthand or from media) to describe patterns in the natural world in order to answer
scientific questions. (K-LS1-1)
 Obtaining, Evaluating, and Communicating Information: Communicate solutions with others in oral and/or written forms using models and/or
drawings that provide detail about scientific ideas. (K-ESS3-3)
Disciplinary Core Ideas-
 LS1.C: Organization for Matter and Energy Flow in Organisms; All animals need food, air, and water in order to live, grow, and thrive. Animals
obtain food from plants or from other animals. Plants need water, air, and light to live, grow, and thrive. (K-LS1-1)
 ESS3.A: Natural Resources; Living things need water, air, and resources from the land, and they live in places that have the things they need.
Humans use natural resources for everything they do. (K-ESS3-1)
 ESS3.C: Human Impacts on Earth Systems; Things that people do to live comfortably can affect the world around them. But they can make
choices that reduce their impacts on the land, water, air, and other living things. (secondary to K-ESS2-2), (K-ESS3-3)
 ETS1.B: Developing Possible Solutions; Designs can be conveyed through sketches, drawings, or physical models. These representations are
useful in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3)
Crosscutting Concepts-
 Patterns: Patterns in the natural and human designed world can be observed and used as evidence. (K-LS1-1)
 Cause and Effect: Events have causes that generate observable patterns. (K-ESS3-3)
 Systems and System Models: Systems in the natural and designed world have parts that work together. (K-ESS2-2), (KESS3-1)
 Pre-Assessment
Pre-assessment Method
Do a review discussion on living things and what they might need to survive. Ask the students what they need to survive and if they think that another
living animal needs the same things. What about plants? Just get students talking about the previous connected science lesson where they learned the
difference between something that is living vs. something that is nonliving.

What students know or can do (content/skills)

 There is a difference between living and nonliving things.
 We have both living and nonliving things on our planet.
 Animals, plants, and humans are all living.
 Humans are animals.
 Animals need to eat food but plants do not.
 Different kinds of animals will need different kinds of food.
 Plants need light.
 All living things need water to live and grow.
 The needs of different plants and animals are related.
 Plants, animals, and their surrounding areas make up a system.
 Humans can have a negative impact on the environment.
 The environment includes living and nonliving things.
 There are ways we can positively impact the environment.
Student Learning Outcomes (Objectives)- Content and Skill
Students will demonstrate their knowledge of what plants, animals, and humans need to survive by creating a drawn model of their own planet that
shows the relationship between those needs.
Students will connect their knowledge of the impact that humans have on their planet to solutions that can improve their planet.

List of materials/ Resources needed

1. Large sheets of paper (one for each student)
2. Writing utensils
3. Construction paper
4. Glue or tape
5. Crayons, colored pencils, or markers
6. Scissors
7. The Mess That We Made by Michelle Lord https://youtu.be/lR_9-iF_mYg
8. A tablet, computer, or other technological device that allows students to watch videos.
9. A sheet of paper with lines (for them to record their clues)
 PART II: 5E Learning Cycle
Phases What is teacher doing?
1. Engage (get them interested in plants, animals, and their environment)  Read to the class the book
Begin the lesson by engaging the students in a read aloud that can get called, The Mess That We
them thinking about the mess humans have made. The book gives some Made by Michelle Lord.
specific examples of how humans have negatively impacted Earth, but https://youtu.be/lR_9-
there are more. See if the students know of any more examples and ask iF_mYg
them how they feel. Explain that we can and will come up with solutions to  Ask students questions
these problems, but first we need to figure out how plants, animals, before, during, and after the
humans, and their surroundings all come together to create one system read aloud.
called the environment.  Listen to students’
responses.
 Take note of what students
already know on the topic.
 Address and correct
misconceptions on the
topic.
Questions to ask?
 What are some ways that
humans impact the Earth?
Do we have a negative
impact, a positive impact, or
both?
 Can humans sometimes hurt
the plants and animals
around them?
 Do you think we can do
better? Can we save the
living things on our planet
that need help?
 How are you going to do
that?
2. Explore (guided/hands-on instruction)  Provide students access to  What clues did you find?
This is a time for students to explore with a hands-on activity about the the three videos.  What does this remind you
survival needs of animals (including humans) and plants, as well as how https://youtu.be/S8XOFeML of?
they all connect to create an environment. During this time students will yRk  Where could you get more
also be recording their observations and ideas related to the topic and https://youtu.be/gIRR- information?
activity. Students will be given note sheets to record their clues on so they VdIP1M  How do you know?
will not forget what they have observed when they report their findings to https://youtu.be/gEk6JLJNg  What observations did you
their teacher. Students can do this work in groups of 2 or 3, or by 0U make during that video?
themselves. Whether they are working by themselves or in a group,  Give students enough time
students will be going through a series of videos and making observations to watch the videos.
from the media. Along the way they can make connections and  Observe the students and
comparisons to their own life experiences as well. Students will take on listen to the comments they
the role of detectives and be searching for clues and investigating our are making as they interact.
mystery which is, “What do animals need to survive? What do plants need  Ask questions to get them
to survive? How and why do we work together with plants and animals in thinking, and to redirect
our environment?” After each video, students should report their findings their focus and investigation
(one comment/clue per video) to the teacher, who will make a useful chart if necessary.
with the students’ information.  Record the students’
findings on one chart as
they report back to you.
3. Explain (introduce the content/vocabulary, explicit instruction)  Teach directly to the
This is the time for the teacher to give the students all the content and students using the chart of
vocabulary terms they will need. The teacher will use what the students clues that resulted from the
(detectives) found and build on it so that as a class, they can completely video investigation.
solve the mystery. Students will be listening to the teacher and to each  Call on students to give
other as explanations are given and conclusions are made (as we solve the explanations about the clues
mystery). The teacher will use the chart of clues to explicitly teach her they reported.
students by having students give explanations for their clues. The teacher  Be sure to add onto
will add onto the students’ explanation. Both the teacher and the students students’ explanations so
should be using words from the chart or note sheets (their recorded that they are receiving all
observations) to give their explanations. the necessary content to
solve the mystery.
 Require students to use
evidence (either from their
own note sheets or from the
class clue chart) during their
explanations.
 Make connections to life
experiences that either you
(the teacher) or the
students have had.
 Some simple definitions to
vocabulary words may given
during this time too.
 What do animals need to
survive?
 Are we (humans) animals?
 What do plants need to
survive?
 What is included in our
environment?
 Can we do things to help our
environment?
 How are you going to do
that?
 Is there anything else you
could do?
 How do you know?
 What is your evidence?
4. Elaborate (dig deeper and extend what was learned)  Watch and listen to students
In this part of the lesson, students will create a drawn model (on the large as they participate in this
sheet of paper) with whatever coloring or art supplies they choose, of a creative activity.
new and improved version of our own planet. They will use the definitions,  Remind students to be
skills, and explanations from the lesson so far to help them create this thinking about the concepts,
version. They will need to show (and later explain) specifically how their skills, and vocabulary they
version of Earth is better than our current one. They will use the just learned because they
knowledge from this lesson to answer questions about their model and to will be presenting that
propose a solution to how humans negatively impact their environment. information along with their
This should happen individually (every student should be creating their planet drawing.
own planet model) but discussions are encouraged because they should be  Give students time to think
using their observations and explanations while also being creative and and be creative on their
having fun. own, but also remind them
of the explanations and
conclusions they came to
when they solved their
mystery.
 Tell them about other
possible explanations to
help deepen their
understanding.
 What will your planet look
like?
 Are you going to give it a
new name?
 How is it different than our
planet now? What changes
did you make?
 Did you make sure that
plants, animals, and humans
are all still interacting in the
environment?
 What improvements did you
make? How did you make it
better?
 Why did you decide to try
that?
 Why do you think that will
work?
 How do you know?
 What is your evidence?
5. Evaluate (apply the new knowledge, assessment)  Listen to the mini  What would happen if you
Now, students can share their ideas and make an argument for why their presentations while changed how humans
version of our planet is better. They should be able to back up their students turn and talk to interact with their
argument by saying why it is better and give specific examples of how is each other. environment?
better. In these explanations (arguments) students should be showing that  Pay close attention to how  What might you try instead?
they understand what the lesson was about by using their observations they apply their new skills  What can you do next time?
(clues), evidence, and previous explanations. First, students will have time and understanding of the  How are you going to do
to turn and talk to one partner that they are sitting closest to. Each student new concepts to their planet that?
should talk about their own planet creation (where they present their creations.  Is there anything else you
argument that includes everything listed above) and each student should  Pick a few students who did could use or do? (exit ticket)
then listen to their partner. Then, a few students will be called on to share well in the lesson, planet  Why did you decide to try
with the whole class what their planet and argument is. During the whole creation, and turn and talk that?
class share time and during the turn and talk time, students should be activity to share with the  Why do you think that will
evaluating what they know and what they have learned. They will need to class. work?
find something in one of their peer’s presentations that could be used to  Give students time to assess  How do you know?
improve their own planet. Before leaving class that day, each student their learning.  What is your evidence?
should write down one way they could improve their planet creation as an  Ask open-ended questions
exit ticket. to further assess your
students’ understanding.
 Hand out the exit ticket.
UDL
(Guidelines Online)
Multiple Means for Engagement Multiple Means of Representation Multiple Means for Action and Expression
(7.1 to 9.3) (1.1 to 3.4) (4.1 to 6.4)
7. Recruiting interest 1. Perception 4. Physical action
7.2: Optimize relevance, value, and 1.2: Offer alternatives for auditory information – 4.2: Optimize access to tools and assistive
authenticity – I want the information that Since videos are a main part of the lesson, I would technologies – Any time students need to
the students learn in this lesson to be make sure all the videos had captions. I would also communicate with each other or with a
valuable to them, so I like having them have printed transcripts with at least one in a larger teacher, they will have access to both text-
create their own planet because they will font size. I would also make the video of the read to-speech and speech-to-text technologies.
ultimately be coming up with ways, they can aloud available to any student who uses a device and Verbal communication will not be the only
improve the place they are living in. This will might benefit from seeing the book and its words up way they can communicate. They may also
let them connect with the information on a close. A printed version of the book, or possible just use drawings or pictures to communicate
deeper level and get excited about the the text of the book, will also be available for what they are thinking.
lesson. students to follow along with as I read.

8. Sustaining effort and persistence 2. Language, mathematical expressions, and symbols 5. Expression and communication
8.3: Foster collaboration and community – 2.1: Clarify vocabulary and symbols – I think it would 5.1: Use multiple media for communication –
 Students will be given multiple opportunities
to work together and communicate with
each other. The peer interactions, like the
time to turn and talk or the whole class
discussions, will let the student’s bond with
each other, learn about each other, and
learn about the content.
9. Self-regulation
9.3: Develop self-assessment and reflection –
While students turn and talk to each other
and listen to the planet creation
arguments/presentations, they can look at
themselves and their work critically. The exit
ticket allows them to think of ways to
improve upon their already impressive work.
benefit all students to include clear pictures or
symbols that would accompany the definitions or use
of new vocabulary words. For example, whenever the
word water is printed or talked about, a picture of
water should also be printed or available to show
students when needed. A glossary of terms used in
this lesson, that also includes pictures for every term,
will be made available too.
3. Comprehension
3.1: Activate or supply background knowledge – The
preassessment and the discussion about the previous
lesson about living vs. nonliving things will activate
and supply important background knowledge for the
students. These connections need to be made first if I
want all students to have equal access to the new
content of the lesson.
Students will have access to the information
in different ways and by using different
materials. They can listen to the read aloud,
watch it on their own, read it, or do a
combination of those options. They may
watch the videos to find clues but could
also use transcripts or closed captioning.
What they use to create their planets and
how they create them is their choice. They
will have many opportunities to
communicate in the way that best fits
them.
6. Executive functions
6.2: Support planning and strategy
development – The read aloud gets
students thinking and helps them set a goal
to figure out how they can help save our
planet. The entire lesson after that point
will provide options and built-in assistance
to help them reach that goal. At the end of
the lesson they will have created a product
that shows they achieved their goal.
 Optional- Adaptations for Individual Learner(s)

Relevant IEP Goal(s) Addressed

None for this lesson plan.

Modifications or Accommodations to Address Goals

None for this lesson plan.

Summative Assessment
Criteria for Student Success (include criterion from objective in Part I, and any criterion adapted for an individual learner)
Students show what they know about what an animal needs to survive.
Students show what they know about what a plant needs to survive.
Students show their understanding of the relationship of those varying needs in an environment.
Students show their understanding of how humans impact the environment.
Students create a product that addresses the relationships of varying needs, the negative human impacts on the environment, and possible
solutions to help improve our planet.
Students discuss their new planet using terms and knowledge from the lesson.

Summative Assessment Tools and Results

The product itself that students create when asked to design a new planet, as well as their responses on their exit tickets, can be used for the
summative assessment results.