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EDUC 450: Professional Clinical PracticeReflective Lesson Plan Model

Name: Marquetta Strait Date: April 02, 2014

PART I: PLANNING

Title of Lesson Animals’ Ecosystem

Source

Is this lesson original idea? If not, from what source did I borrow this lesson?

I modified a PowerPoint that I found online. I created the idea for the activity.

Subject Area (s) Science

Grade Level 4th

Curriculum Standards

Indicator: 4-2.5 Explain how an organism’s patterns of behavior are related to its environment (including the kinds and the number of other organisms present, the availability of food and other resources, and the physical characteristics of the environment).Indicator: 4-2.2 Explain how the characteristics of distinct environments (including swamps, rivers and streams, tropical rain forests, deserts and the polar regions) influence the variety of organisms in each.

Description and Background Information

Describe the lesson’s activities and content to provide a clear overview of the lesson.

The students have previously learned about the following ecosystems: desert, rain forest, grassland, and wetland. Today, our focus was on animal’s behavior and their distinct environments. Through my Power Point, I focused on each ecosystems, their characteristics, and animal needs: food, shelter, oxygen, and space. I will then have the students choose a vertebra and draw their chosen vertebrae on construction paper. After drawing their vertebrae, the students will draw their vertebrae’s ecosystems. To conclude the lesson, the students will share their drawings and the vertebrae is meeting their needs to survive.

Lesson Objectives What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable.

At least 95% of my students will be able to identify, label, and explain how animals’ behaviors relate to their environment in order to understand how animals choose where they live.

Varying Objectives for Individuals Needs

How will I vary these objectives for students who do not understand the material?How will I vary these objectives for students who have already mastered the concept?How will I vary these objectives for students who are presently learning English?

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I will vary objectives by breaking my content into small chunks. For example, I will provide an overview of the each ecosystem and use one day to focus on the desert, one day to focus on the tropical rain forest, one day to focus on grasslands, and one day to focus on the wetlands. I will also provide examples of each ecosystem and their characteristics, such as temperatures, animals, and vegetation.

For students that have mastered the concepts, I will encourage them to write questions, regarding the ecosystems, and use their I-pads to research this information.

For students that are presently learning English, I will incorporate more visual aids, video clips, and

Statement of PurposeWhy is it important for the students to learn this content?

This lesson is important for students to know because it enables students to learn more about animals, their diets, and habits by looking at them in their native environment rather than looking at how they are represented in a zoo.  They are also able to become more interested in the increase or decrease of animal populations. They will be able to gauge what has changed or the rapidity and extent to these changes.

Materials and ResourcesWhat materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed? Will you use resource speakers?

The teacher will need the following materials: Star Board, dry erase markers, white board, markers, drawing paper, stereo speakers, and Internet access.

The students will need the following materials: a pencil and their Science PASS Coach Workbook. Resource speakers will not be used, however, I do plan to read the directions to students that may need special accommodations.

Anticipatory Set What will you do to motivate the students and get their attention? What is the “hook” that will serve as a focus for the lesson’s activities?

To motivate the students, I have the students complete a daily science analogy. Our analogy for the day is:

Home is to shelter as chicken is to ______. (food)

This analogy usually introduces the lesson and gets my students interested into our lesson.

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Part II: IMPLEMENTATION

Pre-assessmentHow will I find out what students already know about this topic?

The students will be questioned on the following picture:

Teacher Modeling or Demonstration

What will I do to show students what is expected?

The teacher will review the information about ecosystems and how environments affect animals’ behaviors. For example, if there is a shortage of food for a deer, the deer will relocate to an environment that can meet its needs. Our focus is on animals’ needs: food, shelter, oxygen, and space.

Within a specific environment, an organism's pattern of behavior is related to: other organisms that are present, the availability of food and other resources, or the physical characteristics present.

Some examples of these patterns of behaviors are: Organisms may compete for space, food, or resources if too many

organisms are within the same environment and need the same resources. The number of organisms in an environment will increase or decrease

depending on the availability of food and other resources.o Eating behaviors of some animals may change depending on the

type of food available.o As some tall trees are cut, smaller plants can grow as the sunlight

becomes available. The temperature, amount of rainfall, and the vegetation in an environment

can affect how an organism reacts to its environment.o Animals may hibernate when the temperature becomes too cold

and food becomes scarce.o Seeds will not germinate if the proper amount of rainfall or

temperature is not available.

Guided PracticeWhat will we do together as they learn how to succeed at the new task?

Together we will watch a video clip on ecosystems with a mixture of food chains. This video will reiterate the information that I have shared with the class.

Together, we will read about deers, their behavior, and their diets. I will then draw a picture on the board of a deer. I will question the students on the deer’s ecosystems. As the students name this ecosystem and its features, such as wheat, rye, beans, trees, and grass, I will draw the items on the board.

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Checking for UnderstandingWhat questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far?

The teacher will randomly choose students to add more information to the deer’s ecosystems.

Questions:

1. If the answer is ______, how were you able to come to that answer?2. How were you able to determine that the deer’s ecosystem is a grassland?

Techniques:

1. Raise your hand if you agree with that answer?2. Thumbs up if you agree/ thumbs down if you disagree3. Would you like to phone a friend for help with this answer?

Strategies:

1. I will use think alouds to demonstrate how I would like for students to think while they are reading.

2. I will ask for students to summarize the paragraph or sentence that we have already read to check for students’ understanding.

Independent Practice

What will students do by themselves to show that they have internalized the knowledge?

The students will draw a picture of an animal to illustrate its new habitat. In your new habitat drawing, include the animal’s food, shelter, and highlight any physical characteristics of the animal that you think might help it survive.

ClosureHow will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

I will conclude my lesson by having students present their work to the class. They will discuss aspects that they focused on for their animal’s needs, such as food, shelter, oxygen, and space.

Assessment(attach to lesson plan)

What will students do to demonstrate what they have learned?

The students will complete the following worksheet for a homework assignment. They will then use this homework assignment to aid them in their diorama project on a chosen ecosystem.

Extension ActivitiesWhat can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance?

Students will read their Science PASS Coach Workbooks to review ecosystems and their characteristics. Students will write questions that they may have and research them on their I-pads. They will then bring their information to class and share it with the class. The students have also been assigned a project to create a diorama project on a chosen ecosystem. The students will select an ecosystem and create that ecosystem in a box. The students are allowed to use printed pictures for backgrounds, but they must

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include three-dimensional objects to represent animals and plants in their ecosystems. Their animals and plants must match their chose ecosystem. For example, if a student selects a tropical rain forest, they would probably include many tall trees, birds, toucans, leopards, orchids, and snakes.

I could use my community agencies to provide more information regarding animals, their populations, and the increase and decrease of their population overtime.

TechnologyHow will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

I will incorporate technology by having the students watch a video clip on a variety of ecosystems. The students will use their I-pads to find more information on features to add to their selected ecosystem for their projects. I will also use a Power Point presentation, stereo speakers, and a Star Board to project my instruction.

Connection Across the Curriculum

How will you connect this lesson with other content areas across the curriculum?

The Arts: The students will use their artistic talents to create their animals and illustrate that animal’s ecosystem.

Health: The teacher will highlight that each animal has a specific diet that they follow in order to meet their nutritional needs.

Physical Education: The teacher will highlight that space is needed for animals to run and move around in their ecosystem.

English: The students used reading strategies to increase their comprehension in articles about a variety of animals.

Math: The students will create a line graph to show the increase and decrease of specific animal populations.

Social Studies: By reading the articles on animals, the students are able to read about animals in other continents or areas.

Music: Music will be incorporated in the video clips to discuss ecosystems.

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PART III: REFLECTION

Strengths

Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement.

The strength of my lesson would be student engagement. The students thoroughly enjoyed creating their pictures of their ecosystems. They were able to be creative and really demonstrated their artistic talents.

Weaknesses

Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

There were a few students that were off task and did not place much effort into their activity. I emphasized that I was not accepting work where effort was not being shown. After reprimanding those students, they finally got on task.

Suggestions forImprovement

What would you change when teaching this lesson again?

If I were to reteach this lesson, I probably would have the students guess each other’s ecosystem to reinforce their knowledge of ecosystems.

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Name __________________________________ Teacher __________________________________

Date ____________________________________ Grade ____________________________________

Indicator: 4-2.5 Explain how an organism’s patterns of behavior are related to its environment (including the kinds and the number of other organisms present, the availability of food and other resources, and the physical characteristics of the environment).

Animals’ Needs for Survival

1. The way an organism acts in its environment in order to survive is known as its _____.

A. behaviorB. defenseC. extinctionD. growth

Kinds and Number of Organisms:

2. A type of frog is placed in an environment where it has no natural enemies. What will most likely happen in this environment?

A. The frogs will over populate and use up the resources. B. The frogs will become extinct. C. Plants will begin to grow much faster. D. Nothing will happen to the environment.

3. What would happen to the rabbits living in a certain environment if all the animals that feed on the rabbits were removed?

A. The number of rabbits would start to decrease.B. The number of rabbits would increase.C. The rabbits would leave that environment.D. The number of rabbits would stay about the same.

Availability of Food and other Resources:

4. For a plant to grow, an environment must have all of the following EXCEPT _____.

A. sunlightB. soilC. waterD. worms

5. In a garden seed plant, which behavior is a sign of too little water for the plant?

A. pale, upward-pointing leavesB. a curved, bent stemC. droopy, wilted leaves and limp stemD. black, fuzzy spots on its stem and leaves

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6. A ground squirrel survives a grass fire. Why must the ground squirrel move to a new place?

A. To change climatesB. To find clean water and foodC. To help other animalsD. To change the color of its fur

7. Hawks and snakes both eat mice. What would happen to the environment if there were no more mice?

A. Hawks and snakes would eat plants. B. The environment would attract more hawks and snakes.C. Hawks and snakes would need to find other food. D. The environment would be completely destroyed.

8. The good weather in a certain environment caused an unusually large amount of berries to grow this spring. A certain type of bird feeds on the berries. What might happen because of the increase in food?

A. The birds will avoid the environment. B. The birds will not have as many babies. C. The birds will look for a different source of food. D. There will be more birds for other animals to feed on.

Physical Characteristics of the Environment:

9. Which changes in the environment cause animals to hibernate?

A. Temperatures drop and food becomes scarceB. Resources are used up by humansC. Pollution dirties the air, the water, and the landD. They are no longer hunted for food.

10. In a desert environment, most animals are active at night. Which characteristic of the environment is causing the night-time behavior in these animals?

A. LightB. SoilC. TemperatureD. Water

11. What is a sunflower doing when the flower moves to face the Sun throughout the day?

A. Making its own foodB. Avoiding its predatorsC. Showing its learned behaviorD. Responding to its environment

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12. A student wants to observe the behavior of mealworms. Mealworms prefer very dry, warm, and dark environments. Into which of the following should the mealworms be placed?

A. A box of wet soilB. A jar of ice waterC. A box with dry cerealD. A jar with water and grass

13. Where would cattle likely find the most food to eat?

A on a grasslandB in a desertC in a rain forestD in a swamp

14. What is it called when a bee carries pollen from a stamen to a pistil?

A migrationB germinationC pollinationD photosynthesis

15. Reid compared two groups of squirrels in an experiment. He recorded his observations in the table below. From this information, why are the two groups of squirrels showing different behaviors?

Squirrels in a City Park

Squirrels in the Woods

Large population of squirrels

Small population of squirrels

Eat many different foods

Eat only acorns

Will eat human food scraps

Will not eat human food scraps

A The park squirrels are larger and need to eat more food than the squirrels in the woods.

B The park squirrels have more competition for food and have learned to eat different types of food.

C The wood squirrels are not as smart as the park squirrels when it comes to finding food.

D The wood squirrels are dying out because they do not eat different types of food.

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16. How does a snowshoe rabbit’s white fur help it survive?

A It serves as camouflage.B It helps the rabbit run faster.C It makes it easy to find food in the snow.D It makes it easy for the rabbit to migrate.

17.. Cities can be a difficult place for birds to live. Human behaviors often make things a little easier for them. Which of the following would be an example of birds benefiting from human behaviors?

A Birds follow humans around cities hoping that they will stop and feed them.B Humans cut down most of the trees in the cities, leaving only the “good” ones

for birds to build their nests.C Many birds take advantage of the work of home gardeners. They hunt for worms

in freshly turned soil.

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Revised 6-2013

THE CLAFLIN IMPERATIVEPREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN AMULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

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CLAFLIN UNIVERSITY

SCHOOL OF EDUCATIONREFLECTIVE LESSON PLAN MODEL RUBRIC

Candidate____________________________________ Title of Lesson ________________________________________________ Date:________________

Target(5 Points)

Highly Acceptable (4 Points)

Acceptable(3 Points)

Moderately Acceptable(2 Points)

Unacceptable(1 Point) Score

INTRODUCTION(Title, Source, Subject

Area, Grade Level)ACEI .1.0

The candidate includes all introductory

components and all components are

appropriate to the lesson

The candidate includes most introductory

components that are appropriate to the lesson

The candidate includes some introductory

components that are appropriate to the

lesson

The candidate includes only one

introductory component that is appropriate to the

lesson

The candidate fails to include the

Introductory components

CURRICULUMSTANDARDS

2.1-2.7

The candidate identifies all appropriate standards

for the lesson.

The candidate identifies some of the standards

that are appropriate for the lesson.

The candidate identifies some

appropriate standards and some

inappropriate standards for the

lesson.

The candidate lists standards, but standards are

inappropriate for the lesson.

The candidate fails to identify curriculum

standards.

DESCRIPTION AND BACKGROUND INFORMATION

ACEI 1.0; 3.1

The candidate describes the lesson’s activities

and content in a detailed manner.

The candidate describes the lesson’s activities

and content in a manner that provides a clear

overview of the lesson

The candidate identifies the lesson’s activities and content but fails to provide a clear overview of the

lesson

The candidate identifies the lesson’s

activities or the lesson’s content

The candidate fails to identify the lesson’s activities and content

LESSON OBJECTIVES

The candidate includes concise, clearly written, measurable performance

objectives for all

The candidate includes measurable performance

objectives, but objectives are not clearly

The candidate includes clearly written

objectives that are not measurable

The candidate includes objectives

that are not measurable or clearly

The candidate fails to include objectives for

the lesson

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2.1-2.7 standards or concisely written for the lesson

written

DIFFERENTIATION OF OBJECTIVES

ACEI 3.2

The candidate varies all objectives to promote rigor and challenge for all students, including diverse students, , and identifies teacher actions that accommodate diverse students’ needs

The candidate varies most of the objectives to promote rigor and a challenge for all students, including diverse students, and identifies teacher actions that accommodate diverse students’ needs

The candidate varies some of the objectives

to address diverse students’ needs and

includes some teacher actions that

accommodate those needs

The candidate does not vary the objectives, but the candidate identifies teacher actions that accommodate diverse students’ needs.

The candidate fails to differentiate objectives

STATEMENT OF PURPOSE

The candidate clearly explains the importance of the content for the student.

The candidate appropriately explains the importance of the content for the student, but more information is needed.

The candidate makes an adequate attempt to explain the importance

of the content to for the student..

The candidate does not explain the relevance of the content for the student.

The candidate makes no attempt to explain the relevance of the

content for the student

MATERIALS AND RESOURCES

ACEI 1.0

The candidate provides comprehensive lists of lesson materials and

resources with explanations of how

they will be used by the teacher and students

The candidate provides comprehensive lists of lesson materials and

resources to be used by the teacher and the

students, but no explanations

The candidate provides lists of some of the materials and resources to be used

by the teacher and the students for the lesson

The candidate provides a list of lesson materials and resources to be used by the teacher or the students, but not both

The candidate fails to provide a list of materials and

resources for the lesson

LESSON DESIGN3.1-3.5

The candidate clearly describes a well-organized student

centered lesson that reflects all

organizational issues: pre-assessment,

motivation (anticipatory set), purpose,

modeling/demonstration, guided and

The candidate clearly describes a student-centered lesson that reflects most of the organizational issues:pre-assessment, motivation, purpose, modeling/demonstration, guided and independent practice, closure, extension

The candidate clearly describes a student-centered lesson that contains few of the

organizational issues, and addresses some

differentiated instruction.

The candidate describes a lesson that is somewhat

student-centered with few of the

organizational issues, with no differentiated

instruction

The candidate describes an ill-

planned lesson that is not student-centered or the candidate fails to describe the lesson

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independent practice, closure, extension activities and other

instructional strategies. The lesson plan reflects differentiated instruction

activities and other instructional strategies. The lesson plan reflects differentiated instruction

KEY ASSESSMENTS

ACEI 4.0

The candidate describes specific assessments that correlate to all of the objectives and lesson

The candidate describes assessments that correlate to some of the objectives and the lesson

The candidate includes assessments that correlate to the

objectives and the lesson, but do not

describe them

The candidate includes assessments that do not correlate to the objectives and

the lesson

The candidate fails to include assessments

CHECKING FOR UNDERSTANDING

ACEI 3.1-3.5

The candidate describes and lists specific

strategies and techniques and/or lists questions to be asked to check for

understanding

The candidate describes and lists several

strategies/ techniques and questions to be asked to check for

understanding

The candidate lists and describes strategies/techniques, but does not list any questions

The candidate lists questions, but fails to

describe or list strategies and

techniques

The candidate does not list or describe

any strategies/techniques or asks questions to

check for understanding

TECHNOLOGY3.1-3.5

The candidate meaningfully

incorporates and describes student used

technology in the lesson or explains why

technology cannot be meaningfully incorporated

The candidate meaningfully

incorporates and describes teacher used

technology in the lesson

The candidate incorporates and

describes technology in the lesson in

superficial ways.

The candidate incorporates

technology in the lesson in superficial

ways; candidate does not describe the use

of technology

The candidate fails to address the issue of

technology

PRESENTATIONS & CONVENTIONS

ACEI 5.1

The candidate demonstrates a high

level of competence in spelling, grammar and

typing

The candidate demonstrates

competence in spelling, grammar and typing, but

exhibits few errors

The candidate demonstrates

sufficient competence in spelling, grammar

and typing, but exhibits several errors

The candidate demonstrates little

competence in spelling, grammar

and typing, through many errors

The candidate demonstrates little

competence in spelling, grammar

and typing through a significant number of

errorsThe candidate provides The candidate provides The candidate The candidate The candidate fails to

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EXTENSION ACTIVITIESACEI 5.3-5.4

more than one extension activity to connect the lesson with the home,

community and community agencies

at least one extension activity to connect the lesson with the home and community, but not community agencies

provides extension activities that connect the home, but not the community and community agencies

provides extension activities that do not connect the home,

community and community agencies

provide extension activities

CONNECTION ACROSS THE

CURRICULUMACEI 2.8

The candidate includes connections to all of the curriculum content areas

during the lesson.

The candidate includes connections to at least 5 of the 7 curriculum areas

in the lesson

The candidate includes connections to the four core content areas in

the lesson

The candidate connects the lesson to

at least two curriculum content

areas

The candidate fails to connect the lesson to

other curriculum content areas

REFLECTIONSACEI 5.1

The candidate provides thorough information

that shows an understanding of the

effectiveness and ineffectiveness of the

lesson; gives information regarding

changes for future implementation of the

lesson

The candidate somewhat provides information

that shows an understanding of the effectiveness of the

lesson; gives information regarding

changes for future implementation of the

lesson

The candidate provides information

regarding the effectiveness and

ineffectiveness of the lesson, but gives no

information regarding future implementation

The candidate provides superficial

information regarding the effectiveness and the ineffectiveness of the lesson, and gives

no information regarding future

implementation of the lesson.

The candidate fails to provide information regarding reflections

from the implementation of

the lesson

T OT A L

Revised 1-2012