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Lesson Plan Template

First Name

Malie

Last Name

Koehler

UH Email

maliesk@hawaii.edu

Date

02/08/2016

Semester

Spring (4)

Year

2016
35-40 Minutes

Grade
Level/Subject

First Grade/ Science

Title

Lesson Duration
Introduction to Meal Worm Unit

Lesson Overview
Briefly summarize your lesson plan in a few sentences.
Students will learn about what a Meal Worm is. Students will learn about the anatomy of a Meal Worm.
Students will discuss and document the needs of a Meal Worm, as well as their plan on how to
accommodate these needs for their own Meal Worms the next day.
Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)
edTPA Rubric 1 - Planning for Subject Specific Understandings: The candidates plans build on
each other to support learning of essential understandings and concepts to lead students to make
connections. There is a clear connection between concepts and skills.
InTASC Standard 4. Content Knowledge
The class will learn about what a Meal Worm is, what it needs to survive, and what it turns into in
preparation for raising their own Meal Worms.
Essential Question(s)
The big idea of the lesson stated as a question or questions
What is a Meal Worm?
What does a Meal Worm need to survive?
Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III)
that align with the central focus and address essential understandings, concepts, and skills
Standard 3: Life and Environmental Sciences: ORGANISMS AND THE ENVIRONMENT:
Understand the unity, diversity, and interrelationships of organisms, including their relationship to
cycles of matter and energy in the environment
Topic

Cycles of Matter and Energy

Benchmark SC.1.3.1

Identify the requirements of plants and animals to

survive (e.g., food, air, light, water)

Sample Performance Assessment (SPA)

Rubric

The student: Lists what a selected plant or animal

(e.g., cat, fish, orchid) must have to live.

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Advanced

Proficient

Partially Proficient

Describe the
Identify the requirements Identify a few of the
requirements of plants
of plants and animals to requirements of plants
and animals for survival survive
and animals to survive
and well being

Novice
Recognize that plants and
animals have
requirements for survival

Prior Academic Knowledge and Student Assets

The students prior academic learning and personal/cultural/community assets that will support their
learning
edTPA Rubric 3 - Using Knowledge of Students to Inform Teaching and Learning: The candidate
uses knowledge of his/her students to justify instructional plans.
InTASC Standard 1. Learner Development
Students are learning about animals, their anatomy, and what they need to survive.
Students are familiar with utilizing their science notebooks to document learning through sentences and
pictures. Students are familiar with using sentence frames.
Students will have just finished a unit on insects, so this will be an extension where they will get to watch
the life cycle of a new insect. Students are familiar with creating and caring for animals and insects in
captivity from their unit on chickens and their current unit on insects. Students are familiar with the life
cycle and growth of a butterfly and its metamorphosis, so this type of change from larva to something
totally different is familiar, but they will get to see the larva turn into something other than a butterfly
which will be a new experience for them.
Academic Language Demands
The language function essential for student learning (verb), additional language demand(s) (vocabulary
or symbols, syntax, discourse), and language supports (helps the student understand and use language)
edTPA Rubric 4: Identifying and Supporting Language Demands: The candidate identifies and
supports language demands associated with key learning tasks.
Students will be asked to write a sentence and draw a picture to match at the end of the lesson. They will
be provided with a sentence frame to do so as well as a word bank to refer back to during independent
writing time. Throughout the lesson, children will be exposed to potentially new vocabulary (to be
explained as they come up and as needed):
- Meal Worm
- Darkling Beetle
- Metamorphosis
- Larva
- Pupa

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Instructional Strategies and Learning Tasks
A description of what the teacher will be doing and what the students will be doing that 1) uses clear
steps that convey the use of multiple strategies, resources, and technology and 2) offers opportunities
offered for inquiry, active learning, individual work, and pairs/small group interactions
edTPA Rubric 6 - Learning Environment: The candidate demonstrates rapport with and respect for
students. Candidate provides a challenging learning environment that provides opportunities to express
varied perspectives and promotes mutual respect among students.
edTPA Rubric 7 - Engaging Students in Learning: The candidate actively engages students in learning
tasks that address their understanding of key content. Candidate prompts students to link prior academic
learning and personal, cultural, or community assets to new learning.
edTPA Rubric 8 - Deepening Student Learning: The candidate elicits student responses to promote
thinking and to apply strategies and skills. Candidate facilitates interactions among students so they can
evaluate their own abilities to apply the essential strategy in meaningful reading or writing contexts.
edTPA Rubric 9 - Subject-Specific Pedagogy: The candidate supports students to learn, practice, and
apply strategies and skills. Candidate explicitly teaches students when to apply the strategy in meaningful
contexts.
InTASC Standard 3. Learning Environments
InTASC Standard 5. Application of Content
InTASC Standard 7. Planning for Instruction
InTASC Standard 8. Instructional Strategies
Give detailed, step-by-step instructions on how you will implement the instructional plan.
Describe exactly what students will do during the lesson.
*This may take more/less time depending on the students.
Intro. (5 mins.)- Teacher will instruct students to find their spots and sit down on the carpet. Introduction
to Mealworm Unit- Review last weeks topic of insects. Teacher will lead discussion toward the life cycle
of a caterpillar. Relate to the introduction for Meal Worms. There is another creature that goes through the
process of metamorphosis, but it doesnt turn into a butterfly. It starts out as one thing, a larva, and turns
into something completely different. This creature is called a Meal Worm. Have you ever heard of a Meal
Worm? What is a Mealworm? Teacher will show a picture of a Meal Worm. What do you think a Meal
Worm turns into? Well find out, but first I want us to study what kind of body parts a Meal Worm has, its
anatomy.
Anatomy of a Meal Worm (15 mins.)- Teacher will label an anatomy sheet for students to follow.
Students will then get their own worksheet to fill in with the Meal Worms anatomy. Students will glue
their anatomy worksheet into their Science notebook and return to the carpet.
What a Meal Worm Needs (20 mins.)- Teacher will show the metamorphosis of the Meal Worm into a
Darkling Beetle (pictures). Were going to try and raise some Meal Worms to turn into Darkling Beetles.
Before we can do this, we need to find out what a Meal Worm needs to survive. Teacher will guide the
class in creating a thinking map about what a meal worm needs. When discussion is finished, students
will write in their Science notebook what their Meal Worm will need (My Meal Worm will need _, _, _,
_.), and will draw a diagram or plan for creating their Meal Worm environment.

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Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include formative assessments applied
throughout the lesson and a summative assessment of what students learned by the end of the lesson (include checklist
or rubric)
edTPA Rubric 5: Planning Assessments to Monitor and Support Student Learning: The candidate selects and
designs informal and formal assessments to monitor students use of essential concepts and skills. The assessments are
strategically designed to allow individuals or groups with specific needs to demonstrate their learning.
edTPA Rubric 12 - Providing Feedback to Guide Further Learning: The candidate gives specific feedback to
address students strengths and needs related to the learning objectives.
edTPA Rubric 13 - Student Use of Feedback: The candidate provides opportunities for students to use the feedback to
guide their further learning.
InTASC Standard 6. Assessment
The formative assessment for this lesson will be based on how well the student completes the anatomy worksheet.
Teacher will check for spelling, correctness in labeling the different body parts, and ability to complete worksheet on
their own or with little assistance.
The summative assessment for this lesson will be based upon the students entry into their Science Journal. Teacher will
be looking for a complete sentence stating what their Meal Worm will need. Student will need to include all of the
things discussed as well as correctly placed commas to separate more than one noun (this is something they are learning
and is being enforced in language arts). Teacher will also be looking for a drawing to represent what their Meal Worm
habitat will look like. This drawing of their habitat will have to include all of the things discussed for the Meal Worms
survival.

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Differentiation and Accommodations
Instructional strategies and planned supports for individuals, and/or groups of students with specific
learning needs that provide adaptations connected to instructional strategies, the learning environment,
content, and/or assessment/performance task for individuals and/or small groups (e.g., ELL/MLL,
struggling, accelerated, 504/IEP, etc.)
edTPA Rubric 2 - Planning to Support Varied Student Learning Needs: The candidate uses
knowledge of his/her students to target support for students learning. Supports include specific strategies
to identify and respond to common developmental approximations or misconceptions.
InTASC Standard 1. Learner Development
InTASC Standard 2. Learner Differences
We have several ELL, Struggling, Accelerated, and 504/IEP students in our class. Accommodations are
listed below. Most of the lesson will be whole group instruction.

TYPE OF LEARNER

ELL/MLL

Struggling

Accelerated

504/IEP

List the type of accommodation or differentiation (learning environment,

content, process, or performance task) and describe how you will
differentiate.
Pictures, Teacher/Tutor Assistance, Vocabulary Word Bank, Teacher Guided
Sentence Frames, Extended time to work and respond, teacher has a
translate application on phone that can be utilized if words in English are
not being understood. Teacher can use this to translate vocabulary and
instructions into students home languages as needed.
Pictures, Teacher/Tutor Assistance, Vocabulary Word Bank, Teacher Guided
Sentence Frames, Extended time to work and respond.

A lot of this lesson will be whole group instruction. If students finish early,
they are Early Birds and are allowed to complete work within their To
Do Folder.
Extended time to work and respond, can complete work on the teaching
table to aid student focus, can set up their office to have more personal
space to work.

Others (describe)

Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom lesson plans, etc.)
into the space below. You may use as many pages as needed beyond the space below to paste your
materials.
Pictures of Meal Worms, Meal Worm Anatomy Worksheet (20), Science Notebooks, Glue, Pencils,
Markers, Thinking Map (on dry erase or chart paper).

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Lesson Plan Reflection

An analysis of what worked, what could be changed, and the next steps for teaching.
edTPA Rubric 10 Analyzing Teaching Effectiveness: The candidate uses evidence to evaluate and
change teaching practice to meet students varied learning needs.
edTPA Rubric 15 Using Assessment to Inform Instruction: The candidate uses the analysis of
what students know and are able to do to plan next steps in instruction.
InTASC Standard 9. Professional Learnin
g and Ethical Practice

What changes would you make to your instructionfor the whole class and/or for students who
need greater support or challengeto better support student learning of the central focus (e.g.,
missed opportunities)?
Based on your reflection and your assessment of student learning, describe the next steps to
support students learning related to the central focus and student learning objectives.