DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4th SEMESTER LESSON PLAN TEMPLATE (08/19/13) Teacher Candidate Lauralynn

n Defngin Grade Level _3rd_ Title Living and Nonliving Things in an Environment CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 11 Girls 7 Boys 4 vision impaired (Meily, Jocelyn, Ronny, Lexi) 1 SPED (Ghannon) 9 ELL 1 Speech (Timothy) 2 Behavioral Issue Students (Kimberly, Shady) 2 Under process of being referred to SPED (Jocelyn, Cristian) 4 Speech Classroom environment:

Library Smart Board Laptops Piano White Boards

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Standard 2 Students will understand that organisms depend on living and nonliving things within their environment. Objective 1 Classify living and nonliving things in an environment. 1. Identify characteristics of living things. 2. Identify characteristics of nonliving things, 3. Classify living and nonliving things in an environment. SIOP 1-Content objectives Content Walk-Away: Students will identify items in an environment and classify them into living or nonliving as a class. Language Walk-Away: Students will write and discuss the different things that are in an environment and classify them into living or nonliving things. Vocabulary:

Characteristics Living Nonliving Organisms Cells Reproduce Environment

SIOP 9-Key vocabulary

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Content Walk-Away Evidence (Summative): Ticket out writing. Language Walk-Away Evidence (Summative):

Modifications/Accomodations (ELL, IEP, GATE, etc.)

-Make sure all ELL students are participating. -Make sure Ghannon is interacting with partner. -Move around the classroom make sure everyone is involved in discussion and participation. -Make sure Shady and Kimberly are staying on task. -Make sure you have all your struggling learners with me. -Make sure Ghannon is staying on task. -Make sure Zynishia is paying attention. -Make sure Cristian is staying on task and is on subject and not talking about other items. -Make sure Ghannon is on task and not being disruptive. -Help Ghannon fill out his Ticket out!

Ticket out writing.

Approx. Time 3mins.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge What is an environment? -Wait time. I want you to think what an environment is and I want you whisper to your neighbor what an environment is. SIOP 7-Linked to background, SIOP 8-Linked to past learning Formative assessment: Learning Goal Know what an environment is Success Criteria Whisper to each other what an environment is. Assessment Strategy Observe discussions.

Modification/accommodations: (ELL, IEP, GATE, etc.) Make sure all ELL students are participating. Make sure Ghannon is interacting with partner.

7 mins.

Focus Lesson (I do it) Review characteristics of living and nonliving things. Review Vocabulary words. Have mini discussions between tables and partners to ensure that everyone is grasping the concept.

Formative Assessment: Learning Goal Know the characteristics of living and nonliving things.

Success Criteria Discuss with one another living and nonliving things.

Assessment Strategy Observe participation and engagement.

10 mins.

Modification/accommodations: Move around the classroom make sure everyone is involved in discussion and participation. Make sure Shady and Kimberly are staying on task. Guided Instruction (We do it) Show the different environments (i.e. flower-bed, forest, aquarium) Discuss each environment with the class and point out different items like a plant. Discuss whether it is living or nonliving and why? Then bring up discussion about the interaction between the living and the nonliving,. SIOP 4-Supplementary materials Formative Assessment: Learning Goal Classify items in an environment as living or nonliving and discuss interaction between the living and nonliving in an environment. Success Criteria Discuss interaction between living and nonliving things in an environment. Assessment Strategy Observe discussions and participation.

Modification/accommodations: Make sure you have all your struggling learners with me. Make sure Ghannon is staying on task. Make sure Zynishia is paying attention.

5 mins.

Collaborative/Cooperative (You do it together) During class discussions students are to be released to have their own discussion about living and nonliving things and the interaction between them. SIOP 6-Meaningful activities Formative Assessment: Learning Goal Understand the different interactions between living and nonliving things. Success Criteria Discuss interactions between living and nonliving things. Assessment Strategy Observe student collaboration.

Modification/accommodations: Make sure Cristian is staying on task and is on subject and not talking about other items. Make sure Ghannon is on task and not being disruptive.

7 mins. SIOP 26Pacing

Independent (You do it alone) Ticket out! Students will write one thing they learned about the interaction between living and nonliving things. Students will also write what the characteristics of living and nonliving things are. Summative Assessment: Ticket out! Modification/accommodations: Help Ghannon fill out Ticket out! Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Review vocabulary Review characteristics of living and nonliving things. Review objective/goals.

Throughout the lesson:

23-Content objective supported, 24-Language objective supported, 25-Students engaged, 29-Feedback, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking, 19-Opportunity for L1 students, 16-Opportunity for interaction, 10-Appropriate speech SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson?

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning?