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Lesson Plan # 1

Eleanora Trinidad Gallo

University of Houston – Clear Lake

For partial fulfillment of

TCED 4322.02: Science Methods for EC-6

Sunday, September 25, 2022

CoE 5E Science Lesson Plan Format Guidelines

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Differentiation is embedded in all aspects of the lesson. Instruction is tailored to meet the individual needs of students through content, process, products, learning
environment, ongoing assessment, flexible grouping, choice in classroom experiences, etc.
Title of Lesson: Trees O’ Trees Date: September 25, 2022
Duration of
Lesson
(start/end time,
number of 2:25 PM – 3:05 PM 2:25 PM – 3:05 PM
Time/Class
minutes) Lesson will take Thursday, November 10,
Period:
Approximate approximately 1 week. 2022
amount of time
needed to complete
the lesson
School
Author(s): Eleanora Trinidad Gallo La Port ISD
District:
Cooperating
Marisol Guevara Campus: Heritage Elementary
Teacher:
Subject Area:
Identify core discipline strand;
indicate if integrated with other Science Grade/Level: 3rd grade
content areas
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Core Components Detail

Core Science: Trees O’ Trees
Subject, Content Area, or Topic

 La Porte ISD: Heritage Elementary School

 Grade: 3
 Heterogeneously by ELL levels (6 high, 15 medium, 2 low ELL student per
group)
 Sub-populations
◦ 23 ELL (22 Spanish and 1 Urdu)
Core
 2 Low ELL, 15 intermediate ELL, 16 Advanced ELL)
Student Population
◦ 1 Gifted & Talented
(Demographics; school district &
Campus:
campus classification)
◦ Economically Disadvantaged - 51.9 %
◦ Ethnicity- 2.0 % African American, 0.2 % American Indian. 1.6 %
Asian, 64.6 % Hispanic, 0.2 % Pacific Islander, 28.9 % Caucasian,
and 2.4 % Two or more races.
◦ At Risk- 52.9 %

Core  Suburban
Learning  Classroom context – Block
Community  Classroom arrangement and seating: Groups of 5 kids per table.
(Classroom
Context)
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Scientific Investigation and Reasoning Standard –

§112.14. Science, Grade 3, Adopted 2017.
(b) Knowledge and skills.
Texas Essential Knowledge and (2) Scientific investigation and reasoning. The student uses scientific
Skills (TEKS) practices during laboratory and outdoor investigations. The student is
expected to:
(D) analyze and interpret patterns in data to construct reasonable
explanations based on evidence from investigations;

Science Concepts Standard –

§112.14. Science, Grade 3, Adopted 2017.
(b) Knowledge and skills.
(9) Organisms and environments. The student knows and can describe
Texas Essential Knowledge and
patterns, cycles, systems, and relationships within the environments.
Skills (TEKS)
The student is expected to:
(A) observe and describe the physical characteristics of
environments and how they support populations and
communities of plants and animals within an ecosystem;

Learning Objectives (for Cognitive Domain)

Learning Objectives
● The students will create an illustration about the ecosystem identifying organisms’ effect on the community 70 % accuracy.

Differentiation is embedded
in all aspects of the lesson.

https://www.nextgenscience.org/sites/default/files/resource/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL
%20edited%204.10.13.pdf

Cross-Cutting Concepts (3-LS2-1), (3-LS4-3) Cause and Effect

Use the NGSS Cause and effect relationships are routinely identified and used to
Standards to explain change.
identify these (3-LS4-4) Systems and System Models
A system can be described in terms of its components and their
interactions.

English Language ELPS

Proficiency http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
Standards (ELPS)
§74.4. English Language Proficiency Standards.
(d) Proficiency level descriptors.
(1) Listening, Kindergarten-Grade 12. ELLs may be at the beginning,
intermediate, advanced, or advanced high stage of English language
acquisition in listening. The following proficiency level descriptors for
listening are sufficient to describe the overall English language
proficiency levels of ELLs in this language domain in order to
linguistically accommodate their instruction.
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(C) Advanced. Advanced ELLs have the ability to understand,

with second language acquisition support, grade-appropriate
spoken English used in academic and social settings. These
students:
(i) usually understand longer, more elaborated
directions, conversations, and discussions on familiar
and some unfamiliar topics, but sometimes need
processing time and sometimes depend on visuals,
verbal cues, and gestures to support understanding;
(ii) understand most main points, most important
details, and some implicit information during social and
basic instructional interactions that have not been
intentionally modified for ELLs; and
(iii) occasionally require/request the speaker to repeat,
slow down, or rephrase to clarify the meaning of the
English they hear.

Technology Applications (if applicable)

http://ritter.tea.state.tx.us/rules/tac/chapter126/index.html

§126.7. Technology Applications, Grades 3-5.

Technology (b) Knowledge and skills.
Integration (1) Creativity and innovation. The student uses creative thinking and
innovative processes to construct knowledge and develop digital
products. The student is expected to:
(C) use virtual environments to explore systems and issues
(i) use virtual environments to explore systems

Differentiation ELL:
Instruction is tailored to meet the ● Visuals
individual needs of students through
● Hands motion/s movement
content, process, products, learning
● Sentencestems
environment, ongoing assessment,

flexible grouping, choice in classroom

Special Edu:
experiences, etc. ● Autistic: more time , frequent checks
● Visually impaired:
● List all materials needed to teach a lesson
● Cite sources if applicable

Engage:
Materials/
Explore:
Resources
Explain:

Elaborate:
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Evaluate:

● Describe and address all safety issues that may occur within the lesson
o Consider the misuse of manipulatives, pencils, scissors, markers,
science lab equipment, etc.
● Consider classroom environment: Are routines, transitions, etc. in
place?

Engage:

Safety Concerns Explore:

Explain:

Elaborate:

Evaluate:

You must have 3 safety/ classroom rules per each of the E’s.

Process Components Details

Engage ● 3-5 minutes in length
● Grasp student attention/generate interest/peek curiosity
● Stimulate thinking/raise key questions
● Trigger prior learning/knowledge
● Set limits for the lesson; form and/or shape the idea/context of the
lesson
● What kind of questions should the students ask themselves after the
engagement?
● Safety (required)

Explore ● What hands-on investigation will the students be doing?

(hands-on activity) ● What will the teacher be doing? i.e., observe/listen to students; ask
Includes differentiation inquiry-oriented questions to focus and encourage the students’
of instruction. exploration, etc.
● Checking for understanding questions:
● At least three (3) with expected answers
● Safety (3 required)

Explain ● What will the classroom discussions look like?

(talk) ● Introduction of vocabulary, what higher order questions to
Includes differentiation encourage students to justify their explanations, guiding students to
of instruction. generalize information, connect prior learning/background to new
information/discoveries, etc.\
● What piece of text, video will teach them the scientific principles
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related to what they did in the Explore?

● Checking for understanding questions:
● At least three (3) with expected answers
● Safety (3 required)

Elaborate ● What activities/tasks will the students do in the classroom to

(hands-on activity) reinforce/apply the new learning?
Includes differentiation o Leaning is applied to a new situation (daily lives); use new
of instruction. vocabulary to explain concept, etc.
• Checking for understanding questions:
o At least three (3) with expected answers
o Safety (3 required)

Evaluate ● Process of documenting and using observable data to improve

Includes differentiation student learning
of instruction. ● Assessment used must match/relate to objective
● Ties back to the objective and TEKS
● Formative
o Monitor student learning: strengths/weaknesses; target areas to
improve
o Feedback from learning activities that the teacher adapts to his/her
teaching to meet the immediate needs of learners such as:
Think/Pair/Share; whiteboards; quick writes; thumbs up/down, draw a
concept map, etc.
● Summative
o Provided at the end of a concept of study to evaluate what students
have learned; compared against a standard/benchmark
o Determine grades; provide students with feedback on their
performance
o Examples: papers, projects, quizzes, tests, mid-terms, etc.
Check for Understanding
● Is used throughout the lesson
● Questions that check for understanding with correct answer
● How will the teacher check that the students understand/learn the
objective?
o Actions: thumbs up; show white board responses; ask questions;
etc.
● Students need to understand what is to be learned before they
practice it.
● Teachers ask the right questions to probe for higher levels of
thinking and ensure that the students provide the correct answers.

o Safety (3 required)

Closure/Ending ● Purpose is to review and clarify key points of the lesson

o Cues students it is the end of the lesson
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o Helps organize student learning

o Helps students have a clear picture of what was taught
● The teacher closes the lesson through a variety of questions,
statements.
● The students or teacher restate the objective and discuss if this was
completed.

Management Issues 1) How will student misbehavior be corrected?

(questions must be a. Minor violations?
answered within 1-2 b. Moderate violations?
sentences PER number) c. Major violations?

2) How will materials be distributed?

3) When will they be distributed?
4) What will be said if students ask why this content/concept is
important to learn?

Questions (checking Questions allow:

for understanding ● An opportunity for the teacher to check for understanding
found in Explore, throughout the lesson
Explain, Elaborate) ● An opportunity for the teacher to learn what the student knows/does
not know
● An opportunity for the teacher to learn if the student is linking
his/her background knowledge with new learning
● An opportunity for the teacher to learn are there misconceptions
that are clouding the student’s understanding

Types of questioning:
● Open and closed: Open questions allow for details and information
(what, why, how); closed questions allow for single answers (where, when,
why)
● Funnel: generalized questions and narrows to specific questions
● Probing: questions that provide a deeper understanding of the
concept, issue, topic, etc.; requires critical and analytical thinking
● Leading: questions that prompt the desired answer

Bloom’s Taxonomy questions that you asked throughout the lesson.