USF Elementary Education Lesson Plan Template (rev.
F18) Name: Marissa Montgomery
Grade Level Being Taught: 5th Subject/Content: Science Group Size: 24 Date of Lesson: 04/11/2019
Part 1: Lesson Content
What Standards (national or
state) relate to this lesson? SC.5.L.17.1
(You should include ALL applicable Compare and contrast adaptations displayed by animals and plants that enable them to survive in
standards.) different environments such as life cycles variations, animal behaviors and 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)
Measure (HOW WELL they need to
do it) -Students will be able to explicitly compare and contrast plant and animal habitats based on their
(Note: Degree of mastery does not adaptations.
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? __Analyzing____________________________________
Which level(s) of thinking is/are called for in your objective? _Analyzing and Creating_____________________
USF Elementary Education Lesson Plan Template (rev. F18) Name: Marissa Montgomery
Grade Level Being Taught: 5th Subject/Content: Science Group Size: 24 Date of Lesson: 04/11/2019
Why did you choose this level(s) of thinking?
I chose this objective to align with the standard. It relates to them learning adaptations and making
observations to show they understand their adaptations for their habitats and how it affects the survival.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered - Students will work individually to compare and contrast two habitats while using adaptation
your objectives? characteristics.
Is your assessment formative or summative? Why did you make that assessment decision?
- Formative
How does it align with your objective?
- This will display their knowledge of adaptations as a whole.
Assessment Scoring/Rubric Each student may list different characteristics of adaptations in each habitat. However, as long as they
What are the criteria for how you can list valid responses, it will be accurate.
will assess student Students will be evaluated based upon a rubric
learning/student work? If you’re 0- Student did not complete assignment
using a rubric, include your rubric 1- Student listed only 1 or 2 characteristics
here. 2- Student completed one side of the Venn diagram
3- Student completed 2 parts of the Venn diagram accurately
4- Student completed the whole Venn diagram accurately.
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?
USF Elementary Education Lesson Plan Template (rev. F18) Name: Marissa Montgomery
Grade Level Being Taught: 5th Subject/Content: Science Group Size: 24 Date of Lesson: 04/11/2019
SC.4. L.17.1: Compare the seasonal changes in Florida plants and animals to those in other regions of the
country.
- Comparing changes in Florida plants and animals.
Trace the standard to the next grade level. What will students learn next related to this standard?
This is not a standard met in sixth grade. However, goes to the next level in seventh grade.
SC.7. L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and
decomposers in the process of energy transfer in a food web.
- Students are identifying relationships between the different plants and animals.
What misconceptions might Adaptation not adoption.
students have about this Adaption may be seen as a small-time frame. 10 years
content? Animals may only adapt seasonally.
Part 2: Lesson Implementation
Management & Environment For Warm-up/Engage: students will remain in their assigned seats and work independently. Then, they
(integrated throughout your will share with their partner next to them.
step-by-step plan): Explore: Students will remain in their assigned seats and work collaboratively.
How will you arrange Assessment will be individual.
yourself and the students
(location in the classroom, Following C.H.A.M.P.S. expectations: These will change throughout the lesson.
seating)? During the Explore, they will be working collaboratively.
What processes &
procedures will you use? Students who remain on task and participating will receive skittles at the end of the lesson. (This relates
How and when will you to my inquiry project)
communicate those to
students?
What expectations will you Group 1 Group 2 Group 3 Group 4 Group 5
have for the students? How Kai Laquirria Christian Hailey Tristan
USF Elementary Education Lesson Plan Template (rev. F18) Name: Marissa Montgomery
Grade Level Being Taught: 5th Subject/Content: Science Group Size: 24 Date of Lesson: 04/11/2019
and when will you Adriel Kylee Aadarsh Aniyah Conye
communicate those to Stefanie Amayah Najeh Randy Alyssa
students? Rayna Jomauri Kaylee Jomar Terra
What strategies will you use Larraiah Troy Tristen
if students do not meet your Jaime
expectations? Are there
specific students who Achievement levels vary throughout groups.
require a more extensive
management plan? What
will that consist of?
What will students do if
they complete the task
quickly?
Materials Teacher created PowerPoint
(What materials will you use? Why Student Venn Diagram worksheet
did you choose these materials? Group envelopes with images and notes handout
Include any resources you used.
This can also include people!) Online video resources:
https://www.youtube.com/watch?v=ZrSWYE37MJs
https://www.youtube.com/watch?v=S6iiuFj5hzo&t=155s
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:
USF Elementary Education Lesson Plan Template (rev. F18) Name: Marissa Montgomery
Grade Level Being Taught: 5th Subject/Content: Science Group Size: 24 Date of Lesson: 04/11/2019
The assessment product will vary according to each student.
I provided images in the groups and by including images that didn’t belong to make it more rigorous.
Which specific students will benefit, and why?
Each product will be different and individual. Also, I chose to do a group activity to allow the students to
discuss and work collaboratively because I have various students who have difficulty sitting at their
desks and take in teacher lectures.
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: repeat instruction, model the centers, provide images and videos. Possibly
students (initials), and then explain use a bilingual student as an aid…Organize plants and/or animals in small groups
the accommodation(s) you will Early Production Level: modeling, provide peer assistance and images. Describe animal
implement for these unique adaptations using general vocabulary
learners.) Speech Emergence Level: Sentence stems, categorize the animals
Intermediate Fluency Level: Compare using technical vocabulary.
What accommodations will you make for students who have an IEP or 504 plan?
Check the IEP/504 plan for certain accommodations. If any assistance is needed, I will reach out to the
resource teacher.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
Be used as mentors, add more to the grading rubric, additional sources and research
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?
Depending on a student’s culture or native country, they will be exposed to different animals and plants.
They will be able to identify with certain animals, season changes.
Students favorite animals.
USF Elementary Education Lesson Plan Template (rev. F18) Name: Marissa Montgomery
Grade Level Being Taught: 5th Subject/Content: Science Group Size: 24 Date of Lesson: 04/11/2019
Expose to animals wildly or in zoos?
If applicable, how does this lesson connect to/reflect the local community?
The local community plants and animals. And those that are not native to this location, can be viewed in
local zoos.
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? __Science____________________________________
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.) ___5Es____________________________
3. Step-by-step plan:
Where applicable, be sure to
address the following: Time: Action Steps:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be 0- - Review objectives
distributed? - Review Essential Question: Why do animals adapt ?
Who will work together in ** Identify the purpose of this lesson. State the Objective and Look at the essential
groups and how will you question.**
determine the grouping? To 5:00 - Engage activity: Quick Write
How will students transition ** Allow students a few minutes to discuss their writing**
between activities? ** If time allows, ask to hear a few responses**
What will you as the teacher 5:00-7:00 - Video – Reviews Adaptation
do? 7:00-13:00 - Discussion
What will you as the teacher ** Discuss with students the video. Explain how it spoke about two types of
say? Adaptations. See if students can identify- Physical and Behavioral Adaptation. After
What will the students do? determining the two types of adaptations guide students through question and
What student data will be response of what the types of physical and behavioral adaptations are.**
collected during each phase? - Ask “Why do animals adapt? What are they adapting too? - Habitat!
What are other adults in the - Move on to 2nd video.
room doing? How are they - Pause periodically though the video.
supporting students’ learning? - At 0:34 pause ask “What does a habitat provide?” Correct response: Food,
Water, Air and Shelter
USF Elementary Education Lesson Plan Template (rev. F18) Name: Marissa Montgomery
Grade Level Being Taught: 5th Subject/Content: Science Group Size: 24 Date of Lesson: 04/11/2019
- At 1:40 pause and ask “How are these 3 bears different?” Responses will vary-
Different habitats, different adaptations, may go into further detail, etc. Then,
ask students to listen carefully to see what makes these bears different and see
how similar they actually are.
- After video, Ask “How are these 3 bears alike and different?” – Listen for
phrases from the video.
13:00-24:00 - Explore/ Share
** Hand out group envelopes and instruct them to work collaboratively within their
own groups** Rotate throughout the groups and guide them to determine what habitat
is inside their envelope and how did they know. What characteristics are present in the
images of the habitats, plants, and animals?
24:00-30:00 - Evaluate Venn Diagram
** Hand out Venn Diagrams and explain to students that this is an individual
assignment** After completed, review student work to determine their knowledge
about adaptations and habitats.
Pick 3 of 5Es Technology Infusion
- Engage - Teacher: Power Point
- Explore - 2 videos
- Evaluate - Exploration hands on group materials
The Technology Infusion was throughout my lesson. I created a PowerPoint to not only organize my
thoughts and show the students the information I wanted to teach them, but I also used it to house wo
videos. These videos allowed me to take the students to different parts of the planet and show them a
variety of plants and animals in their habitats. After sharing with the students, the knowledge, I
presented in the PowerPoint, I created an exploration activity for the students. The students worked in
groups and collaborated with one another to determine which habitat was inside their envelope and
what characteristics belonged there. My videos were a part of the Entry level in the TIM Matrix and I
included some of the Collaborative Adaptation Level for the group activity.
USF Elementary Education Lesson Plan Template (rev. F18) Name: Marissa Montgomery
Grade Level Being Taught: 5th Subject/Content: Science Group Size: 24 Date of Lesson: 04/11/2019
