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T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and supporting students with
the T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans, this format meets
departmental requirements and is aligned with the 2014 edTPA as well.
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Justine Bishop
Date: 4/19/16
Cooperating Teacher:
Grade: Kindergarten
School District: Pullman School District
School: Sunnyside Elementary
University Supervisor:
Unit/Subject: Science
Instructional Plan Title/Focus: Made for the Shade: A creative task engages kindergarteners in building
protective structures for UV- sensitive lizards.
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose:
The purpose of this lesson is allow students to utilize the knowledge that they have gained about the sun
and use this knowledge to construct a structure that will best block the suns rays.
b. Next Generation Science Standard:
K-PS3-1: Make observations to determine the effect of
Sunlight on the Earths surface.
K-PS3-2: Use tools and materials to design and build
a structure that will reduce the warming effect of
sunlight on an area.
K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to
change to define a simple problem that can be solved through the development of a new of improved
object or tool.
Common Core State Standards:
CCSS.ELA-Literacy.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups.
b. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:
1. SWBAT explain the effects of the suns rays on their UV sensitive lizard. (K-PS3-1)
2. SWBAT identify which materials best block the suns rays (K-PS3-2)
3. SWBAT construct a structure to minimize the amount of UV rays that reach their lizard (K-2-ETS11)
4. SWBAT collaborate and share their thoughts with their peers (CCSS.ELA-Literacy.SL.K.1)
Language Objectives:
1

SWBAT explain what UV light is, in kindergarten appropriate terms.


c. Previous Learning Experiences:
This is the last lesson in a unit on sunlight. Students have previously learned about the sun and some of
the things that they can do to protect themselves from the sun.
d. Planning for Student Learning Needs:
We have scheduled this lesson to take place during the time of the day where we have a parapro in the room
that will be able to work with our two IEP students. In addition, both the teacher and the practicum student
will be in the room during the lesson so that whoever is not teaching can assist any students that need a little
extra support.
f. Assessment Strategies (Informal and formal)
Content/Language Objectives
SWBAT explain the effects of the suns
rays on their UV sensitive lizard. (K-PS31)
SWBAT identify which materials best
block the suns rays (K-PS3-2)
SWBAT construct a structure to minimize
the amount of UV rays that reach their
lizard (K-2-ETS1-1)
SWBAT collaborate and share their
thoughts with their peers (CCSS.ELALiteracy.SL.K.1)
SWBAT explain what UV light is in
kindergarten appropriate terms.

Assessment Strategies
Informal: Group discussion. Teacher will listen to
students thoughts and responses.
Informal: Group discussion. Teacher will listen to
students thoughts and responses.
Students will also show their understanding when they
share their completed house.
Informal: Students will show their understanding
when they share their completed house.
Informal: Group discussion. Teacher will listen to
students thoughts and responses.
Informal: Group discussion. Teacher will listen to
students thoughts and responses.

g. Student Voice:

K-12 students will be able to:

Explain the learning targets, what


is important to meet them and
why they are important to learn.

Monitor their own learning


progress towards the learning
goals

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
Teacher written notes

Teacher written notes

Description of how students


will reflect on their learning.

The teacher will ask


individual students to
explain the learning targets
before and after the lesson.
The teacher will quickly
record students responses.
The teacher will ask all
students to close their eyes
and give a thumbs
up/thumbs sidewise/ thumbs
down for each learning goal.
The teacher will read each
learning target, and quickly
note students answers.

h. Grouping of Students for Instruction:


Whole Class: The lesson will begin and end with whole class discussions.
Individual/Small Group: For the majority of the lesson, students will work individually to construct their
structures. All though this is individual work, they will be allowed to collaborate and share ideas with
each other.
Section 2: Instruction and Engaging Students in Learning
a. Introduction:
The teacher will begin the lesson by showing students a lizard and explaining that this lizard prefers to
live in places where there is no sun. The teacher will then take the class outside so that they can observe
what happens to the lizard when it is in the sun light. The class will then discuss what they see and why
they think it is happening. After this, the teacher will introduce the idea of creating structures to protect
the lizards from the sun.
b. Questions:
What happens to the lizard in the sun?
Why do you think the lizards change colour in the sun?
How can we keep the lizards from changing colour?
How would we know if our house completely protects our lizard?
Do some materials block the sun better than others?
c.
Learning Steps and Activities
1. The teacher will begin the lesson by
showing students a lizard and explaining
that this lizard prefers to live in places

Supporting Theories/Principals

where there is no sun.


2. The teacher will then take the class outside
so that they can observe what happens to
the lizard when it is in the sun light. The
class will then discuss what they see and
why they think it is happening.
3. The teacher will pose questions to deepen
students thinking and understanding. The
teacher will ask;
What happened to the
lizards in the sun?
Why do you think the
lizard changed colours in
the sun?
4. The teacher will introduce the idea of
making structures to keep the lizards safe
from the sun.
They will ask
How could we keep the lizards
from changing colour?
How will we know if our houses
completely block the sun?
Will some materials block the sun
better than others?
5. Students will discuss which materials they
think will block the sun best and which
will block the sun the least. They will also
discuss how they would know if a material
is blocking the sun or not (and more
importantly, if it is blocking the UV rays
or not)
6. Students will construct houses to keep
their UV sensitive lizards protected from
the suns UV rays.
7. Students will test their houses and make
adjustments as necessary.
8. Students will share their houses with their
peers and explain what materials they used
and why.
9. Students will discuss what they learned,
what they would do differently next time
etc. Teacher will check for understanding.
Teacher will ask
How could you tell if your lizard
was protected from the sun?
Did some materials work better
than others? Why do you think this
is?

Constructivism- students are actively engaged in


their learning and construct their own knowledge

Blooms Taxonomy- questioning

Blooms Taxonomy- questioning

Vygotsky importance of language.

Vygotsky importance of language.

Blooms Taxonomy- Questioning

d. Closure:
Students should be given plenty of time to test their structures, make changes, and continue until they are
satisfied. Then students will be given the opportunity to share their structures, explain their choices, and talk
about the changes that they made.
The teacher will finish the lesson by checking for understanding and a discussion on what students learned.
e. Independent Practice:
For additional practice, students could go home and identify 3 materials that they think would protect their
lizard from the sun and then test them.
f. Instructional Materials, Resources, and Technology:
1 beaded lizard per student (Could be adapted to work in pairs, or small groups)
48 UV Pony beads
Black pony beads
Elastic cord/lanyard string
Assorted recycled materials for constructing houses
Assorted art supplies

g. Acknowledgements:
Kitagawa, Laura (2016). Made for the Shade: A creative task engages kindergarteners in building
protective structures for UV- sensitive lizards. Science&Children, 53.5, 34-40.
Kaylan and the Use of the Science Closet
Common Core
Next Generation Science Standards