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ELEMENTARY 3rd & 4th SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE
(1/3/14)
Teacher Candidate ___Jaime Farnsworth__ Grade Level _3__ Title __World Ecosystems__
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
Thereare22studentsintheclass.11boysand11girls.
TherearenostudentswithIEPsidentified.
TherearenoELLstudentsinthisclassbutTaliahasamotherfromBrazilandElliehasagrandmotherfrom
Japan.
Behaviorconcerns:
Parkerhasahardtimesittingstill.
LearningConcerns:
Mayceestrugglesinreadingandmath
Chasestrugglesinreadingandmath
Lexistruggleswithreading
Paigestruggleswithreading
Highlevellearners
Nohighlevellearnershavebeenidentified.
Classroomenvironment:
Theclassroomiswellorganized,colorfulandinviting.Thedesksarearrangedinsixgroupswiththreeorfour
studentsineachgroup.Thereisadeskforsuppliesaddedtothreeofthegroups.ASMARTboardishungonthe
whiteboardatthefrontoftheroom.Theteachersdeskissituatedinthefrontrightcornersurroundedby
cabinetsandcupboardsofsupplies.ThereisanElmonexttoherdesk.Alargerugwithcoloredcirclestakesup
mostofthebackoftheroomwithateacherschairandarollingpaperboardforhertotakenotes.Thereare
shelvesofleveledbooksundertheSMARTboardandarainbowtableinthefrontleftcorneroftheroomwhere
theteachergatherssmallgroupsforinstruction.Thewallsarefilledwitheducationalaids,likevocabulary
popcornwords,spellingfortheweek,theweeklytreasuresunitresourcechartsandabehaviorchart.Thereis
anareawherestudentsputtheirbackpacksinthebackoftheroom,bythedoor,wheretheyexitforrecess..
Therearecubbiesforhomework,centers,andsupplies.Theclassroomalsohasasinkandwaterfountainnext
tothefrontdoor.
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 (Social Studies):
Standard 1
Students will understand how geography influences community location and development.
Objective 2
Describe how various communities have adapted to existing environments and how other communities have modified the environment.
a.
Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, wetland).
Content Walk-Away: I will write four facts about the major world ecosystems.
Language Walk-Away: I will write four facts describing the major world ecosystems.
Behavior concerns:
Parker:
Have him sit in close
proximity & check to make
sure on task.
Learning concerns:
Maycee:
Chase:
Lexi:
Paige:
Preview vocabulary words
before the lesson. Graphic
organizer will not be required
to be completely filled out.
Only two of the four facts
and three sentences for
summative assessment will
be adequate. Students can
have help from team to
present their research.
SIOP
Indicator
7,8,18
Do you remember the lesson I taught a couple of weeks ago? What did we learn about?
What do you think these three things in our Mystery Bag have to do with ecosystems?
15,12
8,18,9
Approx.
Time
7 min
We live in a Desert here in St. George and a desert in one of the big world ecosystems. Today
we are going to talk about six of these world ecosystems.
Formative assessment:
Learning Goal
Building background
knowledge
Success Criteria
Description of desert
Assessment Strategy
Observation and questioning
Mystery bag
Modification/accommodations: (ELL, IEP, GATE, etc.) Ask Chase and Maycee a question.
Focus Lesson (I do it)
When we go back to our seats I want you to fill out this graphic organizer as I show you a
powerpoint presentation. You get to write down two main facts about each ecosystem.
Powerpoint on Ecosystems.
Posters on each ecosystem.
Formative Assessment: Students fill out a graphic organizer with two main facts about each
SIOP 9
4,5,6,
10,11,12,
23,24,25,
26
10min
ecosystem.
Learning Goal
Differences in Ecosystems
Students will collect Data
Success Criteria
Facts on each ecosystem
Assessment Strategy
Observation and questioning
11,13,14,15,
29,30
Assessment Strategy
Observation and questioning
4,5,6,12,13,
14,15,16,17,
20,21,22,2
3
15 min
29,30
Formative Assessment: Walk around the room and observe students looking in books and
writing down two more facts about the ecosystem. Give feedback to groups.
Learning Goal
Success Criteria
Assessment Strategy
Research
Read books and collect
Graphic organizer
information
Presentations
Present information to
Verbally give two more facts
the class as a group
Modification/accommodations: Assign roles to each team member. 1 scribe, 1 team leader,
and one presenter, 1 timekeeper.
22,23,24,
25,
10min
3 min
23,24,27,
28, 29,30
might I build? Tell me the name of a world ecosystem. Could anyone tell me what an ecosystem
is? How can we protect our ecosystems?
Modification/accommodations: Ask Parker and Chase a question on the review.
SIOP Indicators
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
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language 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