Teacher

Candidate's Name:

Unit Title:

Grade/Level:

Alignment
to
Objectives

Cooperating Teachers Name: Erin Hartill

Lesson Plan Template: Backward Planning
Learning Outcomes Assessment of Learning Instructional Plan

Biodiversity

Lesson Title: Review Subject Area: Life Science

High School

Nicole Elliott

Date of Lesson: 10/19/16

Length of lesson: One class

CCSS for ELA/Math

(or MLR and/or Next Gen Science for other content areas)

Understand the importance of biodiversity.

Understand the effects of invasive species on biodiversity.

Essential Question(s)
What is biodiversity?

How does it impact our lives?





Objectives and Assessments
Objective
Number
1

Objective(s) (Number each objective.)

Students will investigate various situations to determine the

impact on biodiversity.

Assessment(s) for Each Objective

(In parentheses, mark each I for
informal or F for formal.)
I

Necessary Prior Knowledge/Skills (Describe where/when/how each has been learned.):
Students will know the vocabulary terms necessary for the unit.



Alignment
to
Objectives

Instructional Components
What Teacher Does

What Students Do

Do Now:
Take seats and wait for further instruction.
- Prompt students to take their seat and
take out the materials they will need
for the class.

Anticipated Plan:

Listen and ask questions as needed.

Welcome students into class and

review the expectations of what is
supposed to be completed for
homework.
Clarify any questions at this time.
Introduce them to todays lesson and
the expectations during the activity.

Activity:
- Pass out the papers corresponding to
the activity and review the
instructions.
- Once they have started the activity,
walk around and engage with the
students on a one-on-one basis to
check for understanding.

Listen.

Walk around the classroom and conduct their
biodiversity investigation.

Conclusion:
- End of activity, ask students to return
to their seats and discuss the activity
as a class.
- Clarify any questions or
misunderstandings.

Walk back to their seats.
Take a seat.
Begin discussion.

Closure:

- Review with the students that the next Listen, Take down names for mini discussions, ask
class will be an exam to close out this questions
section of MTs in order to move on.
- Take a quick show of hands, who
would like to come in before then to
have a one-on-one discussion to
answer questions.
- Inform them that the only homework
for next class is to study.

Links to Technology:

N/A

Materials and Supplies:

Writing utensil, Activity handout, Stations set up

Accommodations/Adaptations/Differentiation:

Accommodations have and will be made as determined by IEP and 504 plans. There will be an ED Tech present in
the room to aid students. There will be frequent checks for understanding, extended time for the activity, and
opportunity to have questions and such read to them.

Maine Common Core Teaching Standards (MCCTS) (Check those that are part of this lesson.):
Check only those that are part of the lesson plan, not those that are part of lesson implementation.

The Learner and Learning

Instructional Practices

S1 Learner Development

S6 Assessment

S2 Learning Differences

S7 Planning for Instruction

S3 Learning Environments

S8 Instructional Strategies

Content

Professional Responsibility

S4 Content Knowledge

S9 Professional Learning and Ethical Practice

S5 Application of Content

S10 Leadership and Collaboration

Technology

S11 ISTE Standards.T

Reflection about teaching of lesson: (What went well? What would you change and why? What evidence do you
have that students learned?)

I believe that this lesson went wonderfully. Students responded very well with the idea of getting up and moving
around instead of listening to a lecture. I would like to change that there was not much time for dialogue or class
discussion about the activity. After receiving the answer sheets from the students, it was evident the extent of their
working knowledge of biodiversity.