COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Gabriella Jones
SCSU Course: ART 396
Date: November 30, 2022
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title: Dream Environment
Grade Level: 4th Grade
Subject Area: Science
Unit of Study: Unit 1

How does this lesson connect with and build on previous lessons and how will it connect to
subsequent lesson(s)? (What came before and what will come next?)
In our previous lessons we have learned about different environments that animals live in. Oceans,
rainforests, caves, etc. and what animals live in those too. This art project will be allowing students to create
their dream environment that they would want to live in no matter what it is. This project will wrap up our Unit
1 lessons and we will then move on to Unit 2.

ACADEMIC LANGUAGE
Language Function (Highlight one or both):
 Syntax OR  Discourse
Student support tool (notes outline, graphic organizer, pneumonic, etc…):
 Chromebook to research how to spell or draw certain things for their environment.
Content Vocabulary (word/term and grade level appropriate definition):
 Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
-Environment: one place where someone or something lives
-Organism: a living thing that is made up of several parts
-Ecosystem: all living and non-living things that live together in an environment
Supporting Vocabulary (word/term and grade level appropriate definition):
 Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
-Animals: living things
-Shelter: a covered place to protect someone
 STANDARDS AND LEARNING OBJECTIVES
Content & Language Standard
(Code and Benchmark)
MN Content Standard:
5.4.2.3.1 Create art that is
representational and non-
representational using artistic
foundations.
MN Content Standard:
4.1.1.1 Construct or support an
argument that traits can be
influenced by different
environments.
Common Core or MN ELA
Standard for Academic Lang.:
4.8.1.1 Engage effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grade 4
topics and texts, building on
others’ ideas and expressing
their own clearly.
Content Objective
(What skill will the student demonstrate and
how will you assess it?)
Students will be able to…by…
Students will be able to show their
understanding of animal
environments by creating their
own dream environment.
Students will be able to…by…
Students will be able to discuss
previous knowledge about animals
and their environments by
reviewing before starting the
project.
Students will be able to…by…
Students will be able to discuss
their final environment drawings
with their group and also to the
teacher by expressing their
understanding of environments.
Assessment
(How will you measure the skill, determine
proficiency, and give feedback to students?)
Measurement Tool(s):
I will measure by observing them
create their projects and do check
points during our work time to see
their progress.
Indicator/Criteria for Proficiency:
Teacher-led evaluation
Means of Feedback to Student:
Feedback will be given during their
check points while working.
Measurement Tool(s):
Listening to the students discuss
the previous content in a full group.
Indicator/Criteria for Proficiency:
Teacher-led evaluation
Means of Feedback to Student:
Verbally conversing with students
letting them know I am
comprehending that they are
understanding our previous
lessons.
Measurement Tool(s):
When the student presents their
environment to me, I will grade
their skills.
Indicator/Criteria for Proficiency:
I will determine their proficiency as
I am listening to them present with
their groups and to myself.
Means of Feedback to Student:
Feedback will be given to the
student on their rubric when
grading.
 MATERIALS/RESOURCES/TECHNOLOGY
 Colored pencils/crayons/markers
 Drawing paper
 Pencil
 Chromebook (or device with internet access)

PROCEDURE/INSTRUCTIONAL STRATEGIES/LEARNING TASKS

Time Instructional Strategy/Learning Task Differentiation
(Estimate in (Break-up each task into easy-to-follow steps that include what (How will you serve SPED/EL/Gifted
Minutes) you would say, directions, examples of possible student students? Students with varying
responses, key notes or information, etc… A substitute should reading/math abilities?)
be able to replicate your lesson successfully using this
procedure.)
5 Minutes Step 1: All students and SPED/EL/Gifted
T: Introduction. I will have students stay in their seats and students will participate in this
I will review with them our animals and their review discussion as they have all
environments. “So, we are going to start our lesson today been a part of our lessons.
with some review on what we have been learning in
Science. Who can tell me some animals and their
environments that we learned about in our previous
lesson?”
S: “Fish live in the ocean. Camels live in deserts. Reptiles
live in wetlands”. Accept more answers from students to
hear variety of opinions.
T: “Great job! So, we have learned about many different
animals and where they live, what they eat, how they live,
and our special vocab words like environment, organism,
and ecosystem. Can anyone tell me what they remember
ecosystem and organism meaning?”
S: “Ecosystem means all living and non-living things that
live together in an environment. Organism means a living
thing that is made up of several parts” Allow a few more
students to answer if volunteer.
T: “Awesome! So now we are going to get into our special
project that goes with environments.”
5 Minutes Step 2:
T: “We have talked a lot about animals and their
environments, so now we are going to create our own
dream environments. So, this means you are going to
create a drawing of you dream place to live. Whether
you’re surrounded by cheeseburger houses, you live in a
pool, everything you eat is spicy foods, it can be
anything.”
S: Students will be listening to the teacher during this
time until instructed to begin their work.
T: “I have drawing paper up on my table, and you can use
either crayons, markers, or colored pencils. I have an
example of my dream environment up here if you need
any help, or you can also use your Chromebook to figure
out how to draw something or spell. You will have 20
minutes to create this drawing and then we will present
them in our table groups. Your work time begins now!”
20 Minutes Step 3: SPED/ELA/Gifted students who
T: During the duration of the 20-minute work time, I will may want to work by themselves,
walk around the room and be checking on the students with me, or with the para may
progress every 5 minutes to make sure everyone is happen during this time if they
staying focused and understanding what we should be need extra help to get this done in
doing. I will give the students a warning at 10 minutes 20 minutes.
and 5-minutes, so they know how long they have to
complete their work before presentations.
5 Minutes Step 4: All students will present together,
T: “It is now time to share to your 3 table partners. You if any of my other students who
will have 5 minutes to do this and then you will turn them may just want to present to me
into me. Please remember to respectfully listen to your then they have that option too.
group members and what their environment is about. If
you need any help or have questions, please come to
me.”
S: Students will turn to table partners and share their
environments and the details of it. After they are done
with this, they will then turn them into me.
Step 5:
 T: Once we have an afternoon of down time or open AR
reading, this is when students will individually present
their projects to me and I will provide them with feedback.

CLOSURE
(Check for understanding, wrap-up, reminders, connections to tomorrow’s lesson)
My closure for the lesson is included in my lesson plan where I am having students turn in their projects to
me after their final group discussion for presenting their projects. I will remind students to have their names
on their projects, and also look forward to Unit 2 of the Solar System.

CONNECTIONS TO RESEARCH/THEORY
Connections to research that we made was the group discussion of past research we did on animals and
their environments, diets, shelters, and more. They used their Chromebooks and science books to conduct
their research and also any prior mental knowledge they knew.

CITATIONS
No citations needed other than MN K-12 Standards.
https://education.mn.gov/mde/dse/stds/ela/
https://education.mn.gov/MDE/dse/stds/sci/
https://education.mn.gov/MDE/dse/stds/Arts/
SELF-ASSESSMENT/REFLECTION
(Complete after teaching)