Northern State University

Teacher Candidate Name: Margaret Bieber

Grade Level: 3rd Grade
Subject: Science
Date: October 27, 2017

Student Teaching Experience

Fall 2017 ELED/SPED 396
Common Lesson Plan

Candidate Name: Margaret Bieber

Candidate Website Address: https://margaretbieber.weebly.com/

Name of School where data May Overby Elementary School

was collected:

Subject/Content Area: Science

Grade Level: Third Grade

Date of Lesson: 11/15/2017

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by

falsification or misrepresentation may result in a failing grade in a course or expulsion
from the teacher education program.

I grant permission for the School of Education to use my Teacher Work Sample as an
exemplary (outstanding) model for teacher candidate and university supervisor training
purposes in the future. I understand my name will remain on the document for proper
credit.

Signature of Candidate Submitting the TWS: electronic submission)

Millicent Atkins School of Education: Common Lesson Plan Template

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

NEXT GENERATION SCIENCE STANDARDS DISCIPLINARY CORE IDEAS

LS2.C: Ecosystem Dynamics, Functioning, and Resilience
When the environment changes in ways that affect a place’s physical characteristics,
temperature, or availability of resources, some organisms survive and reproduce, others
move to new locations, yet others move into the transformed environment, and some die.
(secondary to 3-LS4-4)
LS4.D: Biodiversity and Humans
Populations live in a variety of habitats, and change in those habitats affects the organisms
living there. (3-LS4-4)

List the Learning Objective(s) to be addressed in this lesson. Use the following format:
“Students will be able to…”

Students will be able to define the words habitat and predator. Students will also be able to
describe ways that people change the environment.

Describe how the objective is relevant to students’ lives.

This is relevant to student lives because it is important to know what a habitat and predator
are as they continue to learn more about science. The students will also need to know about
how people can change the environments that they live in.

List the words relevant to the content area that you will either introduce and/or review
during your lesson.

 Habitat
 Predators

List the materials you will need to teach the lesson.

 Smart Board
 Smart Notebook File/ Activity
 Science Book
 Science Journal
 Pencil
  Pre- and Post-Assessment for each student

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students’ level
of understanding toward the learning objective(s) prior to teaching the lesson.

I will ask the students what they know about habitats, predators and how people change the
environment. Then I will give the students a short quiz to see what they know about habitats,
predators and how people change the environment.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

☒ Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-assessment?

(Recommended timeline is a minimum of two days prior to teaching your lesson).

The Monday before the lesson is given.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if
applicable)
 Pre- Assessment Results
3.5

Number of Correct Answers

3

2.5

1.5

0.5

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Student

Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have demonstrated they
know) will be used to design the lesson objectives, instruction, and post-assessment.

In the Pre-assessment, the graph shows that many of the students did not know the material
from the lesson. With these results, I would keep the post-assessment the same and I would
also make sure to go over the parts of the assessment that some students struggled with.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will
use to measure students’ level of understanding toward the learning objectives after teaching
the lesson.

☒ Is your post-assessment included at the end of this lesson plan?

I will use the same quiz as the pre-assessment.

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a
model of the desired outcome.

☒ Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson to enhance instruction and student learning.
Online Book, Smart Board, Smart Notebook, and Document Camera. For this lesson I will be
using their online book that will be projected on the Smart Board so that everyone can see
which page we are on to make sure that they are able to follow along. I will use the Smart
Board to do the activity that I have developed in Smart Notebook. The activity that I have
developed is an activity that incorporates different habitats and their predators. I included
five different habitats and two different predators for each habitat. I will have the students
come up to the Smart Board and drag a predator to its habitat. After all of the predators are
in their correct habitat, I will also ask the students if they can think of any other examples of
predators that are in each habitat. The last type of technology I will use is the document
camera. The document camera will be used to project the science journal that is used to
record the answers to the questions from the book.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students’ learning, culture, language, etc. *
Be sure that these accommodations are based on what you identified/described in your
contextual information (Task I).

I will observe the students to make sure that they are following along and are understanding
the material. I will also perform a check for understanding before moving on to the next topic
to make sure that everyone understands everything. I will also make sure that when they are
working together to answer the questions, that each student is paired with someone that
they can work well with.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

While I am teaching the lesson, I will provide directions for the journal and model the
learning/thinking for the journal, then I will have the students repeat the directions back to
me in a “choral response.” The students will also work together with a partner or small group
to answer the questions from the worksheet. I will also pull sticks and call on students to
answer questions to make sure that they are participating. During the Post- assessment, I will
walk around to answer questions that they have about the assignment. I will use call backs to
gain the students’ attention. I will use active participation/total participation. I will redirect
students who are off task. I will model my thinking and demonstrate what I want the
students to do.

LESSON IMPLEMENTATION
“I Do”
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an
engaging way (this is your lesson opening).
I will activate student interest by asking them what they remember about my pre-assessment
that I gave them. Then I will tell the students that during this lesson I am going to teach them
some important science terms to help them better understand that living things make
changes and people change land. In the readings from the science book, each of the science
terms are highlighted. I will make sure to go over them a few more times throughout the
lesson because they are highlighted in the post-assessment.
Describe how you will communicate (to students) how the objective is relevant to their lives.
I will explain to the students that these words and the information that is used in the
readings are important because they need to know about habitats, predators, and how
people change the land.

Describe what instructional strategies you will use to model/explain/demonstrate the

knowledge and skills required of the objective. (cite theories/theorists)
I will use choral reading to make sure that all the students are reading the passages from the
book. I will stop to discuss what a habitat is and discuss examples of them. I will also stop and
have the students talk about what a predator is and examples of them. I will also use direct
instruction to model the instructions of the lesson to the students. In doing this I will instruct
the students on the correct way to follow the directions to answer the questions for each
passage.

Describe how you will check for students’ understanding before moving on to guided
practice.
After we have read through the readings, I will make sure to ask the students what a habitat
and predator are before we move on to the questions and the science journal. I will use
choral response to have all the students answer. This will ensure that everyone is
participating. During the second passage, I will also make sure to ask them how people
change the land and how they can save the land.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
Before we answer the questions as a group, I will demonstrate how to find the answer in the
reading. Then as a group we will answer the rest of the questions from each passage. I will
draw names and have that student answer the question to make sure that they are
participating in the lesson. I will use the document camera to show the answers that I am
writing in the science notebook. After we have answered the questions for the first passage,
we will move on to the Smart Board Activity. I will draw student’s names and have them
come up to the board and drag a picture to the correct category. After the Smart board
activity, we will go through the second passage and answer those questions together.

Describe how you will check for students’ understanding before moving on to independent
practice.
I will again ask the students what a habitat and predator are. Then I will have the students
work with a partner and discuss the ways that people change the land and ways that they can
save the environment.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required
by the lesson objectives? (this is the post-assessment)
The students will be given the Post-assessment worksheet that will be the same as the pre-
assessment. I will give them instructions on how to complete the post assessment. I will have
the students write their names and the date at the top of the page, like their teacher has
them do. Once they have their name and date on the paper they are to complete the post-
assessment independently. I will make sure that they also know that if they have questions I
will be walking around to help.

APPENDIX: Include a blank copy of your post-assessment.

☒ Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
The students will do an “Exit-Slip” where they will write down something that they learned
about how living things make changes during the lesson to show what they learned on the
back of their post assessment. I will give them a star on their slip if they have written down
that was discussed during the lesson.

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)

Describe the results of the Post-Assessment and be sure to address the following:
  Students’ progress from pre-to-post assessment. (if applicable)
 Factors that may have influenced the post assessment results.
 How the results of the post assessment highlight what areas of the lesson will require
re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results.
If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Pre- and Post Assessment Results

4.5
Number of Correct Answers

4
3.5
3
2.5
2
1.5
1
0.5
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Student

Pre- Assessment Results Post-Assessment Results

Insert an image of your table/chart/graph here.

Description: Every student improved their scores from the pre-assessment to the post-assessment.
Each student answered at least three questions correctly on the post-assessment. The factors that
influenced the post-assessment results could be that the students learned what a habitat and
predator were during the lesson. I also gave them plenty of examples to answer how humans can
change the environment and what they can do to save it. The area of reteaching that could have
occurred was for question three that asked them how humans can change the environment. Many of
the students did not understand what the question was asking, so I would have gone over that with
them.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
I think that I successfully was able to implement was my direct instruction. I instructed the
students to follow the directions correctly. They responded well to my instructions and they
listened well. Another thing that I felt went well was the fact that I was able to keep their
attention during the lesson. My cooperating teacher said that they listened very well which
was surprising because they did not listen well when they had a substitute teacher.

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.
One thing that was challenging was the assessment. I created an assessment that seemed like
the students would understand how to correctly answer the questions, but many students
struggled to correctly answer the third question. Another thing that was difficult was writing
out the answers to the questions. Some students took longer to write down their answers, so
some of the other students were getting kind of impatient.

List and describe two ideas for redesign you would make if you were to teach this lesson
again.
I would change the third question from the pre- and post- assessment because this question
seemed to be difficult for the students to understand. I think that I would change it to ask in
what ways do humans change the environment. I would also have printed out my lesson plan
to help me make sure to stay on track with what I am teaching.

Appendix
Pre/post Assessment

1. What is a habitat?

2. What is a predator?

3. What are some ways that humans can change the environment?

4. What are some ways that people can save the environment?
 Pre/post Assessment Key

1. What is a habitat? The place where a plant or animal lives and gets everything it
needs to survive.

2. What is a predator? An animal that hunts other animals for food.

3. What are some ways that humans can change the environment? People
build roads, houses, and dams. They also plant crops.

4. What are some ways that people can save the environment?
People can plant young trees to replace the trees that are cut down for wood. Families
can plant native trees and wild flowers in their yards.