LP Integration Lang
LP Integration Lang
LP Integration Lang
Cooperating School /
Teacher: District:
Content Knowledge How was this lesson developed based on your research and knowledge of
content and the discipline?
This lesson was developed based on the standards of leaning for scientific reasoning. The unit
was developed by gathering information about processes and ways that findings are
demonstrated. Outside sources were used as well as references from other teachers.
Learner Differences
How did this lesson develop as a result of your examination of research and data about student
learning needs, how diverse students learn your content/lesson topic and how you can employ
culturally sustaining pedagogies, difficulties students might have, gaps in their knowledge, assets
they have, and so on?
This lesson was developed based on the standards of learning for this grade level. As well as data
from previously given preassessments to gauge students current understanding and target
learning areas that need improvement. There will be assistance in the classroom as well as
additional learning material for students who need it. Collaboration will be used to ensure
students are brainstorming and working with one another. This also ensures that students are
included and participating in the class group activities.
Outcomes/Goals What will students be expected to know or do as a result of this lesson? Are
these learning target(s)/outcome(s) appropriate based on your prior assessment/knowledge of
students’ understandings? Are your targets/outcomes observable and measurable? What are your
essential questions that align with the outcomes? List all outcomes associated with this lesson.
The expected outcomes for this lesson will be that students are able to accurately identify an
organism or object using a classification key. Students will be able to correctly display data in a
graph that identifies relationships between variables, identify properties of matter and group
based on those properties, and students are able to describe the characteristics of the molecules in
solids, liquids and gases. The goal of this lesson is also that students are able to listen, draw
conclusions ad share responses in a group learning activities. They will be able to work in groups
as well as independently.
Standards Which content, state, and national standards connect with your outcomes? List the
state, content, and national standard or standards that are being addressed.
Science 5.1 The students will demonstrate an understanding of scientific reasoning, logic, and
the nature of science by planning and conducting investigations in which
d) hypotheses are formed from testable questions;
e) independent and dependent variables are identified;
f) constants in an experimental situation are identified;
g) data are collected, recorded, analyzed, and communicated using proper graphical
representations and metric measurements;
j) models are constructed to clarify explanations, demonstrate relationships, and solve needs.
Language Arts 5.1 The student will listen, draw conclusions, and share responses in subject-
related group learning activities
a) Participate in and contribute to discussions across content areas.
e) Demonstrate the ability to collaborate with diverse teams.
f) Demonstrate the ability to work independently.
Resources and Materials What resources and other materials will be incorporated and how will
they promote active learning? Be specific. List all materials and resources needed for the lesson.
Promethean Board
Chromebook for each student
Teachers laptop
Pencil/writing instrument
Paper/writing notebook
Technology Does technology enhance the design and delivery of your lesson? Does the use of
technology promote active learning? Be specific. List all technology needed for both students
and teacher.
Yes. The pretest will be given on the computer for the students. They will each have their own
Chromebook to work on. The scores will be directly received and a copy will be sent to the
teachers computer. The Promethean Board will be used to display the PowerPoint for this lesson
as well as videos, pictures and other useful information along the way.
INSTRUCTIONAL DELIVERY
Learning Environment How will you support individual and collaborative learning and foster
positive interaction in the classroom?
The students will work independently on their pretest assessment. They will then work together
and collaborate as a class when discussing scientific reasoning and its importance in the world
around us. Again, the students will work independently when completing a writing in their
science journals which will include, 1. “What I know about scientific reasoning.” 2. “What I
would like to learn more about in scientific reasoning.”
Introduction/Activating Strategies How will you engage learners in the lesson and learning?
How will you launch the lesson? How will you activate prior knowledge?
To begin the lesson I will start by asking the question, “Who knows what scientific reasoning
is?” I will have students raise their hands to be called on and share their thoughts and ideas. Next
I will have students do a mix-pair-share around the room to discuss their thoughts one on one
with a few of their classmates. Next the students will take the short pretest. This pretest will
activate their memories as well provide the teacher with evidence of student knowledge.
Instructional Strategies What learning activities do you have planned for the students? Include
a variety of teaching strategies (methods). Activities are to be learner-centered ( e. g. solve
problems, construct models, design and perform experiments, read authentic resources, answer
open-ended questions, support ideas with evidence, compose, analyze and interpret maps, draw
conclusions.) Include guided process of learning. Include the opportunities learners will have to
expand and solidify their understanding of the concept and/or apply it to a real-world situation.
List any independent practice activities.
Learning activities include understanding the scientific method and how it is important to the
world around us. These activities will include class discuss that start with an open-ended
question. The lesson will include reading sources from the textbook that provide evidence and
supporting facts. Students will be encouraged to share their understanding with the class at the
appropriate time. Students are also encouraged to write their thoughts and learning of the topic in
their science notebooks.
Closure How will you bring closure to the lesson?
To bring this lesson to a close I will have students reflect on their learning in their science
notebook. They will answer the two writing prompts, “What I know about scientific reasoning.”
2. “What I would like to learn more about in scientific reasoning.” This will incorporate the
language arts portion of this assignment as well as serve as another form of review for the
students.
Differentiation How will you adjust instruction, including incorporating technology, to meet the
needs of a diverse set of learners?
Students with diverse learning needs will be helped throughout the lesson. The teacher and
teacher aides will be in the class to help them with the understanding the pretest. All of the
sources will be provided for the students to access on the Chromebooks as well.
Assessment: How will you measure understanding of the outcomes and standards? What type(s)
of formative and summative assessment tasks/instruments (e.g., test, paper) and rubrics will be
used?
Formative assessment: daily writing journal, class discussion.
Summative assessment: pretest
The journal and class discussion will be graded on completion and participation. The summative
assessment will be graded on the number of answers the students got correct out of 100 possible
points. The grade will also be recorded as a completion grade. The score of the pretest will be
used to gauge students’ knowledge but not as a real grade.
PROFESSIONAL LEARNING
Reflection How will you evaluate your practice? Where did learners struggle in the lesson? How
can the lesson be strengthened for improved student learning? Did the lesson reflect culturally
sustaining pedagogies?
I will evaluate my lesson based off of the students’ conversations and writing journals. How well
they used the lesson material in their conversations and writings will be a great grading factor as
to how well they understood the content.
Planning
Content Knowledge-- Candidate does Candidate reflects Candidate plan Candidate plan
Candidate develops a not display some awareness reflects research reflects extensive
lesson plan informed knowledge of of the important and knowledge research and
the content, concepts in the knowledge of the
by research and of the content
relationships discipline, content, relations
knowledge of content between relations between and relations between important
and the discipline. different them and of the between concepts, and of
InTASC 4; CAEP 1.2 aspects of the instructional important multiple
content, or of practices specific concepts, and of instructional
the to that discipline. instructional practices specific
instructional practices to that discipline.
practices
specific to that
specific to that
discipline. discipline.
Instruction
Learning The candidate The candidate The candidate The candidate
Environment-- develops a plan develops a plan develops a plan develops a plan
Candidate develops a that fosters that that that
lesson plan that fosters negativity, encourages encourages encourages
interactions guided by insensitivity to interactions, both interactions activities that
respect and rapport. cultural between the steeped in establish positive
backgrounds, teacher and civility and interactions among
sarcasm, and students and respect students and
put-downs among students, characterized fosters a respectful
InTASC 3 between that reflect between teacher relationship
teacher and insensitivity or and students between the
students, and lack of and among teacher and
among responsiveness to students. These individual student,
students. cultural or reflect general reflecting
developmental caring, and are sensitivity to
differences appropriate to students’ cultures
among students. the cultural and and levels of
developmental development.
differences Activities are
among groups structured such
of students. that all students
feel safe and
comfortable to ask
questions,
comment, discuss
and share ideas.
Professional Learning
Reflection-- Candidate does Candidate Candidate Candidate’s
not accurately provides a provides an reflection on the
InTASC 9 assess the partially accurate accurate and lesson is
effectiveness and objective objective thoughtful and
of the lesson, description of the description of the accurate, citing
and has no lesson, but does lesson, citing specific indicators
ideas about not cite specific specific of effectiveness
how the lesson evidence. Teacher evidence. based on multiple
could be candidate makes Teacher data points.
improved. only general candidate makes Thoughtful
Candidate does suggestions as to some specific consideration is
not self-reflect how the lesson suggestions as to made to reflecting
or self- might be how the lesson on meeting the
reflection does improved. might be needs of diverse
not indicate improved. learners. Teacher
understanding Teacher candidate draws
of the candidate on an extensive
adjustments engages in self- repertoire to
needed to reflection of suggest specific
improve teaching practice alternative actions
professional but does not and predict the
practice and its articulate likely success of
impact on adjustments each.
diverse needed to
learners improve personal
practice and its
impact on
diverse learners.
Appendix
Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career- readiness standards.
1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate
progression level(s) in the following categories: the learner and learning; content; instructional
practice; and professional responsibility.
1.2 Providers ensure that candidates use research and evidence to develop an understanding of
the teaching profession and use both to measure their P-12 students’ progress and their own
professional practice.
1.3 Providers ensure that candidates apply content and pedagogical knowledge as reflected in
outcome assessments in response to standards of Specialized Professional Associations (SPA),
the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting
bodies (e.g., National Association of Schools of Music – NASM).
1.4 Providers ensure that candidates demonstrate skills and commitment that afford all P-12
students access to rigorous college- and career-ready standards (e.g., Next Generation Science
Standards, National Career Readiness Certificate, Common Core State Standards).
1.5 Providers ensure that candidates model and apply technology standards as they design,
implement and assess learning experiences to engage students and improve learning; and enrich
professional practice.
InTASC standards:
● Standard #1: Learner Development. The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary individually within
and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
● Standard #2: Learning Differences. The teacher uses understanding of individual
differences and diverse cultures and communities to ensure inclusive learning
environments that enable each learner to meet high standards.
● Standard #3: Learning Environments. The teacher works with others to create
environments that support individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and self-motivation.
● Standard #4: Content Knowledge. The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and creates learning
experiences that make the discipline accessible and meaningful for learners to assure
mastery of the content.
● Standard #5: Application of Content. The teacher understands how to connect concepts
and use differing perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global issues.
● Standard #6: Assessment. The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and to
guide the teacher’s and learner’s decision making.
● Standard #7: Planning for Instruction. The teacher plans instruction that supports every
student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and
the community context.
● Standard #8: Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content
areas and their connections, and to build skills to apply knowledge in meaningful ways.
● Standard #9: Professional Learning and Ethical Practice. The teacher engages in
ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
● Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership
roles and opportunities to take responsibility for student learning and development, to
collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.