ED 345 Calvin University Teacher Intern Lesson Plan Template

Teacher Intern: Mallory Hoatlin Date: October 30, 2019

Grade Level: 3rd Subject/ Topic: Science - Squirrels
Approx. time spent planning this lesson: 45 minutes *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What do fossils tell us about which organisms were here a long time ago, which are
still here, and which are new?
Brief Context: In the last lesson, students were comparing the structures of a modern-day squirrel and another small
mammal from long ago, to determine what allowed for their survival. In this lesson, students will be using that
knowledge to develop a model of prehistoric survival. This lesson will end with the final summative assessment for this
learning set.
Prerequisite Knowledge/Skills:
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Compare and contrast skeleton structures using 1. Evaluating accuracy of model.
fossil evidence. 2. Completion of KLEWS chart. Students will be
evaluated on accuracy, staying on topic, and use
of evidence and support for their claim.
Standards Addressed in Lesson: (Include full standard.)
3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which
they lived long ago.

3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.
Instructional Resources: Lucas Education Research, Sprocket

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
Students will have a great amount of freedom when it comes to making the models. Some students can choose to draw
several pictures with captions describing them. Others will just draw one big picture with a few labels.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

BUILDING RESPECTFUL RELATIONSHIPS: (Note any specific ways in which you plan to establish rapport, build mutual
trust, monitor & maintain relationships. Consider student-teacher & student-student relationships.)
Students will be sharing their models with each other and having respectful disagreements using partner talk about their
claims.
ORGANIZATIONAL ROUTINES: (Identify ways that you have intentionally organized time, space, materials, & students
to minimize disruptions and maximize learning.)
Students will be working on these models at their seats, so they will have their own space to work.
SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive behavior is
reinforced and disruptive behavior is redirected.)
Students off task for the making of the models will be sent to work on the model in a different room.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
 1. Remind students that scientists use models to communicate their claims supported by evidence with other
scientists’ claims to compare ideas. Explain that when they compare their ideas, they argue, not in a mean way,
but by using evidence that supports claims and by comparing claims that have evidence with those that might
not.
2. Inform students that during this lesson, they will be working to complete a model of the Juramaia’s survival.
Remind students what every model should include.
Development: [It may help to number your steps with corresponding times.]
1. Have students start by brainstorming what they could use as evidence for their claims that they include in their
model. Sources could be the Juramaia fossil, various texts, and information about the environment and climate
where it lived (time period poster).
2. Students will individually draw their initial model and label how the Juramaia survived in its environment. Make
sure students are showing and labelling in their model at least one way the Juramaia used its structures to
survive in its environment.
3. Students will share their initial model with their science groups, explaining their drawings and comparing their
models.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
1. Select one or two students to share out what they wrote and drew.
2. Give each student a sticky note and have them write down their new answer to the Learning Set Driving
Question: How do scientists use evidence from the past and present to find out about prehistoric organisms?
Remind students that they should be using evidence from this learning set to support their claims.
3. When students are finished writing, have them put their sticky note on the chart.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

REFLECTION AFTER TEACHING THE LESSON: This lesson went really well. This group of students really enjoys making
the models of survival. A lot of the really creative students in the class went all out on this model especially.