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USF Elementary Education Lesson Plan Template (rev.

F18) Name: Kiersten Hoehn

Grade Level Being Taught: 5th Subject/Content: Group Size: Date of Lesson: 10/31/2018
Science/Adaptations 23

Part 1: Lesson Content


What Standards (national or
state) relate to this lesson? SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants that enable
(You should include ALL applicable them to survive in different environments such as life cycles variations, animal behaviors and
standards.) physical characteristics.

Objectives- What students will Some examples:


know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard) Students will be able to identify the differences between behavioral and structural adaptions by giving
Measure (HOW WELL they need to examples throughout a PowerPoint.
do it)
(Note: Degree of mastery does not
need to be a percentage.)

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? The Webb’s Depth of Knowledge level is Basic Application of Skills and Concepts

Which level(s) of thinking is/are called for in your objective? This is the recall and reproduction of the
USF Elementary Education Lesson Plan Template (rev. F18) Name: Kiersten Hoehn

Grade Level Being Taught: 5th Subject/Content: Group Size: Date of Lesson: 10/31/2018
Science/Adaptations 23

Webb’s Depth of Knowledge.


Why did you choose this level(s) of thinking? I chose these levels of thinking because students are just
starting out with the concept so they are not applying much knowledge, just connecting what they
already know to what they are learning.

Assessment Plan- How will you Describe your assessment plan: My assessment is a paper that asks students 3 things they learned, 2
know students have mastered things they are still working on, and 1 thing that will help them learn better tomorrow.
your objectives?

Is your assessment formative or summative? Why did you make that assessment decision? This is a
formative assessment. I chose this assessment because it is something I can do quickly since the
students would not be on this objective very long.

How does it align with your objective?


It aligns with my objective because students are able to identify the adaptations that some animals have.
It also helps me know what they understand about adaptations so that way I can expand more or finish
up this lesson.

Assessment Scoring/Rubric
What are the criteria for how you I do not plan on grading it but plan on using this to see what students know.
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
SC.4.L.17.1: Compare the seasonal changes in Florida plants and animals to those in other regions of the
USF Elementary Education Lesson Plan Template (rev. F18) Name: Kiersten Hoehn

Grade Level Being Taught: 5th Subject/Content: Group Size: Date of Lesson: 10/31/2018
Science/Adaptations 23

country.

Trace the standard to the next grade level. What will students learn next related to this standard?
I am in a 5th grade classroom, so the standards do not align to the 6th grade standards.
What misconceptions might Students may have misconceptions about the types of adaptations that animals have. They also may
students have about this have misconceptions about if something is an adaptation or not on an animal.
content?

Part 2: Lesson Implementation


Management & Environment -I will arrange myself in the front of the classroom and the students will be sitting in groups of 4, with
(integrated throughout your one group of 5.
step-by-step plan): -the processes will be to pay attention to the PowerPoint and answer questions when offered the
 How will you arrange opportunity. The students will know when I ask them the question or if I tell them that I want the whole
yourself and the students class to answer.
(location in the classroom, -My expectations are to listen to the presentation, take the appropriate notes, and also answer questions
seating)? when asked. The students should already know these expectations.
 What processes & -If students do not meet expectations then they will be asked to make sure they get the work from their
procedures will you use? peer. They will also be reminded that they get to use these notes for their quizzes that they take on this
How and when will you unit. There are some students who are not expected to produce the same amount of work as their peers,
communicate those to so they will just be asked to follow along and ask questions if they have any.
students? -This is a lesson that is hard for students to be able to work ahead on since we are doing it together as a
 What expectations will you class.
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
USF Elementary Education Lesson Plan Template (rev. F18) Name: Kiersten Hoehn

Grade Level Being Taught: 5th Subject/Content: Group Size: Date of Lesson: 10/31/2018
Science/Adaptations 23

 What will students do it


they complete the task
quickly?
Materials
(What materials will you use? Why Some materials I will need is the Mimeo, adaptations powerpoint, adaptations worksheet, student name
did you choose these materials? sticks, and questions to ask the students.
Include any resources you used.
This can also include people!)
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate: I will differentiate by making sure to over-explain what
adaptations are and the examples of adaptations. I will also make sure not to rush too much so that
students do not have a hard time following along.

Which specific students will benefit, and why? I have a few students who will benefit, like my ESE
student. I also have a few students who do have IEP’s and they will benefit by taking it slower because
they cannot write as quickly as the other students.

Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level: Students will be given a picture and they will then point to the
students (initials), and then explain adaptations that the animal has that helps it.
the accommodation(s) you will  Early Production Level: When given a picture of an animal the student will be able to answer yes
implement for these unique or no questions on certain adaptations of the animal.
learners.)  Speech Emergence Level: When given a picture of an animal, students will be able to easily call
out adaptations that the animal presents.
 Intermediate Fluency Level: When given a picture of an animal, students will be able to call out
adaptations and also be able to explain how that animal can use the adaptations that they point
out.
USF Elementary Education Lesson Plan Template (rev. F18) Name: Kiersten Hoehn

Grade Level Being Taught: 5th Subject/Content: Group Size: Date of Lesson: 10/31/2018
Science/Adaptations 23

What accommodations will you make for students who have an IEP or 504 plan?
For my students with an IEP, I will make sure to have the slides projected onto the board. I will also
make sure to speak loudly and have the words that they need to fill in under-lined. For students with a
504, I will have them sitting close to the front of the room so that they can easily see the board.

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students? I have a few students who are interested in animals, so this connects to their interests of
animals. Also, humans have adapted so that is a connection to the cultural background.

If applicable, how does this lesson connect to/reflect the local community? Many times students
are hearing about animals within their community, so this helps them know a little amore about animals
and also about how animals have adapted within their community.

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? The content area is adaptations.
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) The structure of this lesson is 5E’s and also guided.
Where applicable, be sure to
address the following: 3. Step-by-step plan:
 What Higher Order Thinking Time: Action Steps:
(H.O.T.) questions will you ask? 15-20 minutes The teacher and students will go through the powerpoint slideshow to
 How will materials be understand what adaptations are. The students will be filling in a guided worksheet about the
distributed? powerpoint while they are going through the slideshow.
 Who will work together in 10 minutes Students will be shown pictures and will then have to call out adaptations that
groups and how will you the animal has and explain how that adaptation helps that animal.
determine the grouping? 5-10 minutes The teacher will then have questions to ask the students, like what an adaptation
USF Elementary Education Lesson Plan Template (rev. F18) Name: Kiersten Hoehn

Grade Level Being Taught: 5th Subject/Content: Group Size: Date of Lesson: 10/31/2018
Science/Adaptations 23

 How will students transition is, examples of adaptations, examples of animals that have adapted, and examples of animals with
between activities? structural and behavioral adaptations. The teacher will draw sticks to determine who answers each
 What will you as the teacher question.
do?
 What will you as the teacher -There will be no student data collected but I will have observation notes from how I can see the class
say? doing.
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?