ED 345 Calvin University Teacher Intern Lesson Plan Template
Teacher Intern: Shin Han Date: March 30, 2020
Grade Level: 2nd Grade Subject/ Topic: Science – ecology/biology
Approx. time spent planning this lesson: *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: Where do plants come from and how do they grow?
Brief Context: The students will understand the plant cycle which leads need into comprehending seed migration
Prerequisite Knowledge/Skills: experience of seeing/touching/growing seeds, plants
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Accurately write down the life cycles of plans. 1. Worksheets.
2. Identify plants parts (seed, fruits, roots) 2. Discussion on the process of change of plants
Standards Addressed in Lesson: (Include full standard.)
- 2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
- 2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating
plants.
Instructional Resources:
A live worksheet, Vocabulary card, Worksheet, Video.
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
- Make the direction/instruction clear and simple.
- Provide oral and visual aid to help the student progress with the activity.
- To reduce extraneous distractions, the teacher will set clear expectations for students to follow
DOMAIN 2: THE CLASSROOM ENVIRONMENT
BUILDING RESPECTFUL RELATIONSHIPS: (Note any specific ways in which you plan to establish rapport, build mutual
trust, monitor & maintain relationships. Consider student-teacher & student-student relationships.)
- Honoring the student’s response by not repeating the student’s statement – except for error within the
student’s statement.
- Provide time for the student to think through their thoughts.
ORGANIZATIONAL ROUTINES: (Identify ways that you have intentionally organized time, space, materials, & students
to minimize disruptions and maximize learning.)
- Use the Countdown method – “I want my friends to … by 0”
- Use the raised hand method – “My hand is up…”
SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive behavior is
reinforced, and disruptive behavior is redirected.)
- Affirm the student’s positive behavior with a compliment or a dojo point.
- Use students as an example to illustrate the assignment’s outcome as well as empower the student.
always try to use different students that are not usually called for. If the only student is called often, it
might be advised to skip this process.
-
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
- The teacher will welcome the students and ask them to bring fruit from their home.
-
The students will each show their fruit to the classroom.
- After the students shared the fruit, the students will cut open the fruits.
“I want each of you to cut open your fruits” – I am writing it within this language because I am aware of my
students are going to by my peers. But If I were to teach this lesson to 2nd graders, I would ask the
student’s parents to cut it open in half before coming to class.
- The teacher will ask the students to write what they see in the fruit, “what do you see?” “do you see any seed?”
“What does it look like?”
- The teacher will ask the students. “You just saw some seed inside the fruits, where else have you encountered
seed within your life?”
The students will share their experience of interacting with seeds
- Possibly by using the student’s response, the teacher will guide on one use of seeds; to grow plants.
- “We often use seeds to grow plants” Today we will learn the process of seeds becoming plants
Development: [It may help to number your steps with corresponding times.]
- The teacher will show the video Life Cycle of a Sunflower Time Lapse ( https://www.youtube.com/watch?
v=dKo5IvvtnWw) to the students.
- The teacher will ask the students to separate the plant growth into several stages – it can be 3,4,5 or
much more – try to find a name for each stage. (if this was taught to 2nd-grade students, I would have
put them into groups and ask them to do this activity within a group to provide support)
- The students will share their stages with the group and explain their names and it’s reasons.
- The teacher will point out some of the similarities between the different students and then compare it to
the actual model and illustrate the similarities actual model.
- The teacher will introduce the vocabs for each stage using vocab cards that have visual aids to help the
students understand the stages accurately.
- The teacher will ask the students, “what do you think is the correct order for these 5 different stages, on
your worksheet try to organize them in the correct order.
- The students will share their answers with the class and the teacher will discussion on the students’
responses.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
- The teacher will show the video Life Bean Time-Lapse - 25 days | Soil cross-section
(https://www.youtube.com/watch?v=w77zPAtVTuI )to the student and ask the students to write the
plant cycle that is shown through the video.
“Does it show from the seed? Or seeding?”
- The worksheet will also ask the student to think beyond the video
“What stages were missing within the video? Where would you put them to complete the cycle?
- The teacher will collect the worksheets.
- My Sunflower Timelapse - from Seed to Flower to Seedhttps://www.youtube.com/watch?
v=zst08tm9s6M
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
REFLECTION AFTER TEACHING THE LESSON:
