General Educator: __________________________________ Special Service Provider:

____________________________________
Co-Teaching Lesson Plan

Subject Area: Living Environment Grade Level: 9

Class Description: Classroom Arrangement:

Students with Disabilities - include a rationale for any accommodations or modifications:

Student Disability Classification IEP Accommodations and Additional Modifications for

Assistive Technology this Lesson
Thomas Generalized learning Visual Checklist, & computer
disability for writing
Damen Emtional/ Behavioral Using computer to finish
Disorder assignments, checklist & token
system with praise for each step
in the learning process

I. Preparation - check the rubric for the lesson plan to make sure you have incorporated all of the required
components

A. Purpose
Explore methods that scientist use to solve problems.

B. Objective(s) must be measurable

-Students will be able to create an If.Theen. hypothesis. This will be measured by the If Than... rubric.
(see below)
-Students should also be able to use data collected to prove or disprove hypothesis.

C. Content Standards - you need at least 2

II. 1.1a Scientific explanations are built by combining evidence that can be observed with what people already know about the world.

III. 2.3b Hypotheses are widely used in science for determining what data to collect and as a guide for interpreting the data.
General Educator: __________________________________ Special Service Provider:
____________________________________

A. Essential Questions
How do we apply the scientific method?
How do we formulate a hypothesis?

B. Key Vocabulary- Student will learn and be esesssed in this lesson on these terms

Hypothesis
Question
Variables
Controlled variable
Independent variable
Results
Procedure
Controlled variable
Independent variable
Dependent variable
Observations

C. Materials
Multiple bags M&Ms
Power point with scientific process
Teacher created word worksheet with hypothesis template
Lab report template
Worksheet with checklist of the scientific method steps
Exit ticket
Smartboard
Student computers
Rubric
D. Management Plan
General Educator: __________________________________ Special Service Provider:
____________________________________
- Students will be in assigned seats
- Students will be assigned lab partners
- Students will pick up class worksheets upon entering class
- Students will receive tokens upon successful competition of tasks (10 tokens =10mins on computer)
Tokens are small pieces of shiny paper cut into stars.
- Directions will be displayed step by step on single slide of a PowerPoint presentation and read aloud

II. Procedures (This is an example to use if you were co-teaching. Complete your duties and then add duties for the
special education teacher.)

A. Anticipatory Set

Co-Teaching
Time General Education Teacher Special Education Provider Assessment
Method
<INPUT TYPE=\On DO NOW: What steps does The teacher will walk around Have a group
e Teach, 5 mins your parent take when the class to ensure students discussion to find
One Support
making dinner? How do you are on track. Will help out what students
<INPUT TYPE=\
Parallel think go about solving Thomas & Damiens group to know about the
Alternative problems? help them understand the scientific method.
Station Students will turn and talk. directions for the do now. Questions
Team Teacher will have the Students will awarded a How many of
One Teach, question displayed on the token upon successful you think we
One Observe
board and say the question competition on the do now use the
aloud. scientific
process
everyday?
(raise your
hands)
Elicit step by
step the
General Educator: __________________________________ Special Service Provider:
____________________________________
process their
parents take to
make dinner
(write on
board)
How is making
dinner similar
to the
scientific
process?
Why do you
feel scientist
follow a set
pocess?
What do think
would if
scientist did
not follow this
process?

B. Body of the Lesson/Lesson Development - what evidence-based practices will you incorporate?

Co-Teaching
Time General Education Teacher Special Education Provider Assessment
Method
<INPUT TYPE=\On List the steps of the Ensure that the If students are
e Teach, scientific process as checklist of the following along on
One Support
checklist that we will scientific process steps their guided notes.
Parallel 10 mins
Alternative go throughout the is checked off on the
Station lecture on the board. board.
Team Teacher will define the Go around and praise
General Educator: __________________________________ Special Service Provider:
____________________________________
One Teach, steps of the scientific students for keeping up
One Observe process using the with their checklist.
Smartboard and Give token to students
PowerpointPowerPoint who actively
(Definations defined participating.
here) . Explaining each
step one at a time.
Using real life example
to define it.
Example: How do you
get to NYC? Expected
responds- take the
train/ the question
would then be how do
you put that into a
if..then statement
Allow student to follow
along with PowerPoint
presentation with their
computer.
Ensure that key terms
are defined and clearly
presented
Demonstrate how to
create a hypothesis.
Create hypothesis using
imagery scenarios.
Sceneries: How will
you snow melt? How
will you know when the
class period is over?
General Educator: __________________________________ Special Service Provider:
____________________________________
How will you know
what to choose for
lunch?

C. Closure or Concluding Activity

Co-Teaching Special Education

Time General Education Teacher Assessment
Method Provider
<INPUT Give each group a pack of Group students Utilizing
TYPE=\One 20 chocolate M&Ms. into small groups. Microsoft
Teach,
mins Write down the six colors of Ensure Damien & Excel to
One
Support M&Ms on the board (red, Thomas are on create a
Parallel brown, yellow, orange, green, & task by handing bar graph
<INPUT blue) out tokens. of their
TYPE=\Altern Instruct students create a Display M&M
ative colors. The
Station
hypothesis (typed), about which instructions one
color they think will be greatest slide/step at a time tallest bar
Team
One Teach, amount in the bag of M&Ms. on the smartboard. shows the
One They will fill in the blanks on a Ensure that color with
Observe If.. thean.. Word document students are the most
already by the teacher. creating If M&MS.
Students will then work in small Thanstatements
groups to, open their bags of
M&Ms group by colors.
Students will then tally the
amount of M&Ms they find.
They will be tallying on the
word document already create by
teacher.
General Educator: __________________________________ Special Service Provider:
____________________________________
They will then compare their
results with their predictions.

III. Follow-Up Activities: Independent Practice, Enrichment, or Reinforcement

Students will fill out exit ticket with the question below. Teacher will review while handing out exit tickets, hypothesis
and that we do not expect the students to know the answer to the question.

Why do leaves change color in the fall?

Name:_____________________ Date:_____________________________

Given the follow problem, formulate an If Then hypothesis using your prior knowledge. Why do leaves change
color in the fall?

IV. Evaluation

A. Of Student Learning
Using a teacher generated outline, students will fill out an informal lab report.
Criteria 3 2 1 score
If Completion level Relevant background Idea is not fully developed, No logically connected
knowledge is present but based on prior idea with little to no
and idea is logically knowledge background knowledge
connected
Then Completion Idea is logically Idea is not logically Idea is not relevant, and
level connected based on connected to if statement not based on if statement
background
knowledge and if
statement
Participation Student was actively Student was distracted, but Student was disruptive
General Educator: __________________________________ Special Service Provider:
____________________________________
involved. Student had did attempt to finish activity. and did not complete
very little distractions. Had some distractions, work work. Even with teacher
Work is complete. is not complete. aid and re-direction

B. Of Teacher Processes
Percent of students understood how to create a lab report and created proper hypothesis on the exit ticket. During
this stage, teachers will informally review the lesson. The teacher will discuss how the information that was elicited
from the students during the lesson and anticipatory set. Teacher will review the results of the students
experiment.

SEE POWERPOINT ATTACHEDSee: The New York States Common Core Engage web site: https://www.engageny.org/, If you have not
written Behavioral Objectives, check the resource document in the assignment folder.

Scientific Process Checklist

Question
Hypothesis
Materials
Procedure
Observations
Results
Conclusion
Repeat!
General Educator: __________________________________ Special Service Provider:
____________________________________

Name_______________________

LAB REPORT TEMPLATE

Title: (A brief concise, yet descriptive title)

Statement of the Problem: What question(s) are you trying to answer? Example: what will I need if it rains?

Hypothesis (If. Then) example: if it rains, then I will need an umbrella

Materials: (Make a list of all items used in the lab)

Procedure: (Step by step list which explains what you did in the lab )

Results: (include any data tables, observations, or additional notes you make during the lab).

Conclusions: (Accept or reject your hypothesis)