SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

Last Revised: August 21, 2014
Directions: The lesson plan functions as a guide map to your instruction. Deliberately choose several strategies/scaffolds that will
help to guide your students through your lesson. Identify the estimated time frames for each activity in the Lesson Introduction,
Body, and Closure sections. After considering the needs of the majority of your students, remember to consider the specific needs
of striving readers, English learners, students with learning needs, and advanced students. This will help you with pacing and
delivery of the lesson. Develop the structure of notes, if you will lecture; the directions for any activities; and details about the
examples you will use, if appropriate; and place at the end of the lesson plan along with any handouts that will be used.
Note: The boxes in the format will expand as it is a Word document.

TEACHER CANDIDATE NAME: MICHAEL BORTZ

SUBJECT: SCIENCE: BIOLOGY
COURSE TITLE, GRADE LEVEL(S): LIFE SCIENCE, GRADE 11
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE
SENTENCE): As part of the theme of ecology and a unit on deforestation students will explore a specific
type of deforestation and its local effects. Students have already learned what deforestation is and its
overall effects on the environment.
LESSON TITLE: DEFORESTATION IN RURAL COMMUNITIES
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: 4 CHARACTER SHEETS

KEY VOCABULARY: a) Content Vocabulary- (key terms and words associated to the topic you
will teach); b) General Academic Vocabulary- (Cross-Curricular-Terms and Terms Process and
Functions) (p. 71-72)
Content Area Vocab
Academic Vocab
Deforestation
Collaborate
Global Warming
Rural
Habitat
Urban
Ecology
Industrial
Environment
Discuss
Deciduous forest
Localized
Coniferous Forest
Global
Biome

LESSON SUMMARY (ONE BRIEF PARAGRAPH OR A FEW BULLET POINTS WILL SUFFICE)
HOW WOULD YOU SUMMARIZE THE LESSON? IF YOU WERE ASKED TO DESCRIBE YOUR LESSON TO A PRINCIPAL, A SUBSTITUTE
TEACHER, OR PARENT/GUARDIAN, WHAT INFORMATION WOULD YOU PROVIDE? THE SENTENCE FRAMES BELOW MAY HELP GET YOU
STARTED.
The purpose of this lesson is to.
-Teach students about the problems that can arise from deforestation and how they affect society.
-Help students to understand how individuals, even in impoverished areas, can both contribute and help prevent deforestation
-Promote academic conversation between students and have that academic conversation turn into writing
You will see students engaged in.
- Classroom wide discussion and brainstorming in which students will share their ideas about deforestation with the entire class.
- Individual reading and brainstorming session in which they will have to put themselves in the shoes of a person in another country

and possibly radically different lifestyle.

- Collaborating and sharing ideas with several different small groups that will explore different aspects of localized deforestation.
You, the teacher, will .
-Mediate class discussion and provide ideas on how to enhance student ideas
-Provide clear instruction and relevant questions for the students to discus
The evidence that students demonstrate mastery of the content or perform the expected skills will include.
-The ability to verbalize, the thought processes of their groups discussion, both the positive and negative effects both their character
and character family has on their environment.
- The ability to develop and explain through writing a solution to a problem in real world terms.

STANDARDS AND OBJECTIVES

Content STANDARD COMMON CORE STATE
STANDARDS
(s)if applicable

ENGLISH LANGUAGE
DEVELOPMENT STANDARDS
(ELD)

COPY AND PASTE THE

ENGLISH LANGUAGE ARTS

AND LITERACY IN
HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL
SUBJECTS, PUBLICATION
VERSION
OR
MATHEMATICS, PUBLICATION
VERSION WITH FEBRUARY
2014 CORRECTIONS
COPY AND PASTE THE

RELEVANT STANDARDS INTO

THIS AREA.

RELEVANT STANDARDS INTO

THIS AREA.

RELEVANT STANDARDS INTO

THIS AREA.

HS-LS2-7.
DESIGN,
EVALUATE, AND REFINE A

EXCHANGING INFORMATION

SOLUTION FOR REDUCING

THE IMPACTS OF HUMAN
ACTIVITIES ON THE
ENVIRONMENT AND
BIODIVERSITY.

OBJECTIVE (s) of Lesson

(Students will be able to.)
CONTENT OBJECTIVE:
LANGUAGE OBJECTIVE:

COPY AND PASTE THE

AND IDEAS WITH OTHERS

THROUGH ORAL
COLLABORATIVE
DISCUSSIONS ON A RANGE
OF SOCIAL AND ACADEMIC
TOPICS SL.1112.1,6; L.11

12.3,6

PAY CLOSE ATTENTION TO HOW YOU WRITE YOUR

INSTRUCTIONAL OBJECTIVES. THEY SHOULD BE SPECIFIC,
CONCISE, MEASURABLE, AND OBSERVABLE.
REVIEW THE URL FOR WRITING INSTRUCTIONAL OBJECTIVES:
HTTP://WWW2.GSU.EDU/~MSTMBS/CRSTOOLS/COGVERBS.HT
ML

CONTENT:

STUDENTS WILL IDENTIFY TWO WAYS IN WHICH

RURAL COMMUNITIES CONTRIBUTE TO DEFORESTATION AND

DEVELOP A POSSIBLE SOLUTION FOR EACH IDENTIFIED
PROBLEM.

LANGUAGE:

STUDENTS WILL ORALLY COMMUNICATE THE

ROLE OF THEIR CHARACTER TO THEIR GROUPS AND EXPRESS

THOSE ORAL COMMUNICATIONS THROUGH WRITING.

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S

(SUMMATIVE)
Add boxes as needed.

Type
(TITLE/ AND FORM)
IS THIS A FORMAL OR
INFORMAL ASSESSMENT?
IS IT EL, PM, OR S?

Purpose
HOW DOES THIS
ASSESSMENT BENEFIT
INSTRUCTION; YOU, THE
TEACHER; AND STUDENTS?
WITH WHICH OBJECTIVE(S)
DOES THIS ASSESSMENT
ALIGN?

Implementation
DESCRIBE HOW WILL YOU,
THE TEACHER, ADMINISTER
THE ASSESSMENT?
INDIVIDUAL OR GROUP? INCLASS OR OUT?

Feedback Strategy
(to the students)
HOW WILL STUDENTS BE
INFORMED OF RESULTS/
CORRECT ANSWERS?

How Will the

assessment Inform
your teaching
HOW WILL YOU, THE
TEACHER, MAKE DECISIONS
ABOUT RE-TEACHING?
IF ALL STUDENTS DO
POORLY ON THE ENTIRE
ASSESSMENT, THE TEACHER
MAY

IF ALL STUDENTS DO
PARTICULARLY WELL ON AN
ASSESSMENT, THE TEACHER
MAY

IF THE RESULTS ARE MIXED,

THE TEACHER MAY.

To develop an

To the class a

Verbally

Prior to the lesson

Class Poll

Questions to
Group

Post Short Essay

Test

understanding of
the classes prior
knowledge on the
issue as well as
retention of
material taught
earlier in the year.
This allows
students to share
info with each
other and helps
the teacher to
bring together the
ideas that the
students have.
(Links to past
learning)
The language I use
as a teacher
asking these
questions will help
guide language
use for the
students. Second
will let the teacher
determine weather
group discussions
are on track and
discussing relevant
issues. It will also
show whether
peers are aware of
each others ideas
and therefore
communicating.
To determine the
success of the
students
discussions and
sharing of info

whole

(although in this
case all answers
are good answers)

a quick review on
deforestation and
its impact on
global warming,
ecosystems and
ecology may be in
order.

Small conference
between each
group and teacher

Verbally
A) Verbal
praise for a
good Job
B) Praise and
refocusing
for groups
working
hard but off
topic
C) Reprimand
and
refocusing
for groups
off topic

If all students are

focused there will
be verbal praise
for the class.
If some students
have difficulty
there will be
individual help to
each group.
If all students have
difficulty as a class
we will refocus and
conference about
what the goals of
the lesson are.

Individually in
writing

Students will be
graded from their
science writing
rubric. Essays will
be taken and
graded then
returned (In what I
assume would be a
week but I dont
really know how
long it takes to
grade essays)

If results are good

we will move onto
the next lesson.
Content results
should be fine as
this is an
application of
previous lessons. If
language results
are poor either a
review on writing
or group work is
necessary.

LESSON INTRODUCTION/ANTICIPATORY SET

HOW WILL YOU, THE TEACHER, INTRODUCE STUDENTS TO THE LESSON, CAPTURE THEIR INTEREST, AND HOLD THEIR ATTENTION?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER(S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME
:

TEACHER(S):

STUDENTS:

LENGT

DESCRIPTION:
-Make three vertical columns on whiteboard
and at the top of each column write these
questions (in order from left to right): What is
deforestation (links to past learning)? What are
causes of deforestation? What are some
environmental consequences of deforestation?
(Comprehension)
-Ask whole class these questions in the same
order as written on board. Write down students
answers to questions under the respective
questions column. (Links to Background)
( Whole Class)
-Leave students answers on board for the
duration of the lesson so that they can use

DESCRIPTION:
-STUDENTS WILL BRAINSTORM IN THEIR HEADS AND CONTRIBUTE
THEIR THOUGHTS TO THE CLASS (BY RAISING THEIR HANDS NOT BY
SHOUTING OUT LOUD).
-STUDENTS WILL CONSIDER PEER AND TEACHER COMMENTS AND
RESPOND ALOUD TO THEM

H IN
MINUTE
S:

them as a reference.

BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME:
LENGTH
(MINUTE
S)

TEACHER(S):
DESCRIPTION: (STRATEGIES INCORPORATED)

STUDENTS:

1. Count off the class into four groups (Groups

1, 2, 3, 4). Each group will be assigned one role
(#1father card, #2 mother cards, #3 son cards
or #4 daughter cards). Give each group their
scenario
Cards one per person (have them write their
name on their cards). Note: some boys make
get a female role or vice versa, if students have
qualms about this let them know that this is a
role play activity and they need to use the role
they were given.
2. Teacher reads model character (grandfather)
and demonstrates how to fill in the my
character worksheet (Modeling)
3. Have students separate into groups based
on their number/character (fathers in the back
right corner of the room, mothers in the back
left etc.) and read cards silently for 5 minutes
then discuss the role of their characters with
groups. (Reading)( Independent)
4... As groups are discussing their roles number
students in each group with numbers 1-. While
numbering as ask each group the following 2
questions: What do you think life is like for your
character? How does your character contribute
positively and negatively to deforestation?
(Listening,Speaking)
5. Have students break into groups based on
their new numbers. Group one should be a lab
bench 1, group 2 at lab bench 2 etc., they
should now be divided into four person families
with one of each character. (Small Groups)
7. Have one student describe their role to you
as the teacher and show how to fill in partner
character worksheet
6. Have students discuss how each individuals
role in the family and their impact on the
environment, allow 2 minutes for each role and
tell students when to move onto the next
character.
7. After each character has summarized their
role in the family have students discuss how
their families are effecting the environment as
a whole and brainstorm ways their family can
help the environment. Circle amongst the
groups after about 3 minutes have passed and
ask each group to tell you two ways their family
could help the environment. Write down the
names of each member in the group and one of
the solutions they come up with (preferably the
better solution)( Guided Practice).
( Comprehension)

1) Students read their individual character cards and reflect

on them
2)Students observe filling in of
3) Students discuss as a group how deforestation will affect
their lives of their character and how their character affects
deforestation (e.g., girl child). Students should discuss how
their characters both positive and negative effects the
environment .Each student should have a pen and paper to
take notes. Students should be encouraged to be creative
and think beyond the specific details on the scenario card.
3) After each character has summarized their role in the
family have students discuss how their families are
effecting the environment as a whole and brainstorm ways
their family can help the environment.

DESCRIPTION:

LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT
(S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

YOU, THE TEACHER,

TIME:

TEACHER(S):

STUDENTS:

LENGTH
(MINUTE
S)

DESCRIPTION:
1) Have students return to their seats
2) On assessment worksheet have the
students answer the following
questions in paragraph form using
their notes for help (or bullets if
paragraphs are not an option):How
can I help stop deforestation? How can
(name a member of your family) help
stop deforestation? How will my family
help stop deforestation? How do the
characters lives relate to my own?
(mindful, Writing)

DESCRIPTION:
1) STUDENTS QUIETLY REFLECT ON THEIR OWN RESPONSES
AND THE RESPONSES OF THEIR PEERS
2) STUDENTS WILL CHOOSE THE BEST RESPONSE FOR
THEMSELVES, THEIR OTHER FAMILY MEMBER AND THE FAMILY
AS A WHOLE
3) STUDENTS FILL OUT FINAL WORKSHEET
4) WHEN STUDENTS FINISH FINAL WORKSHEET AND TURN IT IN
WITH THEIR CHARACTER CARD THEY READ QUIETLY UNTIL
END OF PERIOD OR WORK ON ADVANCED LEARNING
QUESTION

3)

Turn character cards to teacher,

students are not dismissed until all
cards are turned in

4)

Write advanced learning calculations

on the board

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS
(INCLUDING ASSESSMENTS) FOR THE LESSON.

ENGLISH

STRIVING READERS

LEARNERS
Based on seating chart
statistically speaking all
groups of students will be a
mix of learning levels.
Character sheets can be
provided ahead of time so
that students have time to
process the info more slowly.
Content will be available in
both the written page and in
dialogue with peers

Audio recordings of the

character sheets can be made
available to for students with
reading challenges. This will
allow these students to have
full access to the material and
participate at in discussion at
the same level as their peers.
Character sheets can be
provided ahead of time so that
students have time to process
the info more slowly.

STUDENTS

WITH
IDENTIFIED
SPECIAL NEEDS

Resource students will be

given the character sheet and
assessment questions the day
before. This will give them
sufficient time to take
understand the material at their
own pace, as well as prepare
answers ahead of time for
those students who will not
have enough time to complete
the assessment in class. Also
they can be given time to take
the assessment home and
complete it at their own pace.

ADVANCED
STUDENTS
Perform calculations to
determine the annual impact
of a small family on both their
biomass consumption and
CO2 production.

Final essay can be written in

bullet form (since oral
dialogue is what is being
assessed). (Adaptation of
Content)

RATIONALE SECTION:
WHAT ARE THE REASONS FOR YOUR DECISIONS? PROVIDE AN EXPLANATION FOR WHY YOU CHOSE YOUR INSTRUCTIONAL STRATEGIES, STUDENT ACTIVITIES,
ASSESSMENTS, AND ADAPTATIONS.

The real focus of this lesson is collaboration amongst peers. While English learners (especially long term English learners) often show
higher levels of spoken than written aptitude I hesitate to believe that the levels of spoken academic language are up to scratch. In fact
in my time on this earth I have found most people cannot converse using academic language. I therefore want to make academic
language development a key part of my overall curriculum. As a result I have chosen a lesson that has material that can only be
accessed through communication with peers.
In order to make this more feasible for my students I want this lesson to come at the end of our deforestation unit so that my students
will already have the tools to access the scientific information embedded in the text. Additionally I have chosen a text with fairly
simple language and concepts as deciphering key parts of the text is not the focus of the activity. Since they can easily access the
information the challenge here will be to both communicate that info to their peers and understand the info communicated to them by
their peers(hands on). Since they know that they will be graded on how well they can communicate their partners ideas it will be
important for them to converse and make sure that the other person has an accurate understanding of the idea the student is trying to
communicate and visa versa (Linked to Objectives). In order to continuously create groups of mixed ability in both content area
and language skills I have arranged my seating plan so that each lab bench (and each groups of seats 1,2,3 and 4 from that lab
benches) have mixed ability levels so that the students can work together to improve their respective skills.
Additionally I assume a lot of these students come from or have family who come from rural communities. I think that having a lesson
that applies to people in similar situations to their families might make the lesson more relevant to them (Promotes
Engagement). Too often academic text (especially in biology) ignore common people. This lesson embraces
rural communities hopefully linking these students to the material. Additionally this may help them come
up with ways they can personally help the environment rather then thinking its all out of their hands
(Meaningful).
INSERT SUPPORT MATERIALS.

My Character Worksheet
Responses (Three examples for each category)
My role

Ways I help the environment

Ways I Hurt the environment

Whys I can do a better job helping the environment

Ways we help the environment

Family Worksheet
Responses (Two examples for each category)
Mother:
Father:
Brother:
Sister:
Whole Family:

Ways we hurt the environment

Mother:
Father:
Brother:
Sister:
Whole Family:

Ways we can do a better job helping the environment

Mother:
Father:
Brother:
Sister:
Whole Family:

Assessment Worksheet
Name:
How Do I help and Hurt the environment?
One example of each

Role:
Group Number:
I help the environment by

I hurt the environment by

How does one of my other family members help and

hurt the environment?
Circle one the family member your choosing and I
may not be your character
Mother Father Sister Brother

My

helps the environment by

My

hurts the environment by.

How can my family work as a whole to do a better job

helping the environment?

My family could do a better job helping the

environment by

How does my life relate to my characters or families

life

My life is similar to my family because

My life is different than my families because

Advanced question (write on board at end of lesson):

Can we find out exactly how much our family (from todays activity) contribute to global warming through
CO2 pollution? Imagine your family burns 5kg of biomass a day for fuel. This Biomass is 57% carbon and 9%
oxygen by percent mass. How many kilograms of CO2 does your family produce a year?