SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)
Pre-Planning
TOPIC DETAILS C
K

Name Cindy Dunmire, Emily Smith, Lindsay Johnston

Subject Science

Grade Level 9-12

Date/Duration Whole Unit (4-6 Weeks)

First Day Lesson

Standards/ anchors/ CC.1.2.11-12.K Determine or clarify the meaning

competencies of unknown and multiple-meaning words and
PA/Common phrases based on grade-level reading and content,
Core/Standards choosing flexibly from a range of strategies and
(Plus any others as tools.
may be required)
3.1.10.A3 Compare and contrast the life cycles of
different organisms.

3.1.12.A2 Evaluate how organisms must derive

energy from their environment or their food in order
to survive.
3.1.12.A8 CHANGE AND CONSTANCY
Describe and interpret dynamic changes in stable
systems.

Formative AND/OR Formal Evaluation

Summative -KWL Chart on the Board
Assessment Evidence -Compare and Contrast Chart
Informal Evaluation
-Partner and Teachers Discussions

Objective The students in the 9th through 12 grade class

A-B-C-D will be able to compare and contrast different
Bloom's Taxonomy environments, plant seeds, and learn about
Webb's Depth of Treasure Island through the use of technology, a
Knowledge (DOK) Treasure Island theme wall, and partner work.
The student in the classroom with 90%
 accuracy.
Step-by-Step Procedures
RATIONALE for the DETAILS C
Learning Plan K

Introduction Activating Prior Knowledge

-What is an environment?
-KWL Chart on environments

Hook/Lead-In/Anticipatory Set
Discussion of planting seeds
Demonstrate the materials needed
for planting

Explicit Instructions Big Idea Statement

Big Ideas Big Ideas:
Essential Questions Technology is created, used and modified
by humans.
Each area of technology has a set of
characteristics that separates it from
others; however, many areas overlap in
order to meet human needs and wants.
A technology world requires that humans
develop capabilities to solve technological
challenges and improve products for the
way we live.

Essential Questions
-What is a biome?
-Can you compare and contrast different
environments?
-How do you think the seeds will grow?
Key Vocabulary
-Treasure Island
-Environment
-Seed
-Plant
-Climate
-Biome
-Tropical Rainforest

Lesson Procedure Pre-Assessment of Students

Must include - discuss what would be a good and bad
adaptations & environment for their seeds to grow
accommodations for
students with special Modeling of the Concept
needs -the teacher would demonstrate to the students
Accommodations, what, and how much soil, water, etc goes into
Modifications their plants

Transition
Partners
Distribute Chromebooks
Guiding the Practice
-the teacher will walk around while the students
are in partners
Making sure students are on task

Providing the Independent Practice

-partner work, the students will be able to go on
Google to look up different facts about the
environment they were assigned

Adaptations/Accommodations for Students with

Special Needs
Students will be in pairs for lesson
Enlarge print for KWL and Compare
and Contrast charts
Allow extra time for students to
research and plant
Wolf bucks available to earn during
activity
Provide students with steps written
on the cup for planting

Materials Chromebook
(reading, technology, Seeds
equipment, supplies, Soil
etc.) Water
Water bucket
Styrofoam cups
Markers
Whiteboard
Compare and Contrast Charts
Pens or pencils
Overhead projector

Closure Summary & Review of the Learning

Discuss the types of environments
Discuss what they think will happen to
 their seeds that they planted
o Prediction

Homework/Assignments
NONE FOR DAY 1

Other(This area is to N/A

be determined by
instructor OR student as
needed)

Supervising teacher
comments and signature

Teacher N/A
Self-reflection
What worked?
What would you
change?