ED 345 Calvin University Teacher Intern Lesson Plan Template
Teacher Intern: Shin Han Date: March 30, 2020
Grade Level: 2nd Grade Subject/ Topic: Science – ecology/biology
Approx. time spent planning this lesson: *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: Introduction of seed dispersal and different methods of spreading seeds.
Brief Context: The students will learn deeply about the process of seed dispersal and how seed travels through different
means such as fire, water, wind, animals. The lesson will be focused on how animals spread seeds.
Prerequisite Knowledge/Skills: Knowledge of different seeds.
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. Understand that seed can travel through fire, 1. Seed spreading simulations
water, wind, and animals 2. Discussion
2. See the importance of animals to spread the 3. Exitsheet
seen in the environment.
Standards Addressed in Lesson: (Include full standard.)
- 2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Instructional Resources:
Exitsheet, Video(https://www.youtube.com/watch?v=6hcjxaBz8mw &https://www.youtube.com/watch?
v=MTtHJsAQQf0 – up to 2:10)
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.
- Make the direction/instruction clear and simple.
- Provide oral and visual aid to help the student progress with the activity.
- To reduce extraneous distractions, the teacher will set clear expectations for students to follow
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.)
- Honoring the student’s response by not repeating the student’s statement – except for error within the
student’s statement.
- Provide time for the student to think through their thoughts.
ORGANIZATIONAL ROUTINES: (Identify ways that you have intentionally organized time, space, materials, & students
to minimize disruptions and maximize learning.)
- Use the Countdown method – “I want my friends to … by 0”
- Use the raised hand method – “My hand is up…”
- Use clear directed instructions on what must be done – by 0 I want the PC on the shelves and you to be back in
your seat.
SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive behavior is
reinforced and disruptive behavior is redirected.)
- Affirm the student’s positive behavior with a compliment or a dojo point.
- Use students as an example to illustrate the assignment’s outcome as well as empower the student.
always try to use different students that are not usually called for. If the only student is called often, it
might be advised to skip this process.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
- The teacher will welcome the students and ask about the plant cycle and how seed become plants
The teacher will show an image of the plant cycle on the screen to help the student’s recall.
- The teacher will focus on the transitions to fruit to seed.
“Where do we usually seed the seeds? Let’s think about different types of fruit, think about the different
type of seeds, why are some big and some small? Are they soft or hard?”
- The teacher will then ask to think of the plants outside in our backyards or nature.
In a forest or nature preserve, do we see only one type of plant? Do you think there are a lot of types of
plants in the forest or are they all the same type? If they are varieties of plants, how did they get there?”
- The teacher will ask questions on common plants we see as examples
“Think of dandelions, you can see them all around the school, home, sheets, etc. how did they get there?
Did they have feet and walked around at night?”
- The teacher will tell the students we will learn about how seed travels to different places.
Development: [It may help to number your steps with corresponding times.]
- The teacher will first ask the student on their thoughts on seed dispersal.
“How do you think that seed travel? Talk to your elbow partner to discuss on seed traveling”
The students will discuss different possibilities and the teacher will guide the students if they are struggling
to think of a method.
- The teacher will ask the student and write solutions on the board.
- The teacher will show a short video on seed traveling
https://www.youtube.com/watch?v=6hcjxaBz8mw
- After the video, the teacher will ask the students to tell them some examples of seed spreading.
The students will list some examples from the video
- The teacher will then conduct a simulation of seed traveling
- Seed traveling simulations
The groups of students will be divide into 4 different groups (2pairs of groups) each group will take turns
being the seed and its means of travel. – i.e. group A will be the seed and Group B will be the wind.
The students will show 4 different means of travel, wind, water, fire, animals
The seed must stand still until the means of travel allow them to travel across the classroom. The teacher
will tell the students to spread to different corners of the classroom.
This will continue for all 4 means of travel.
The students who are the means of travel will show their means through actions – i.e. if you are the wind
you will
- After the simulations, the students will sit down and be asked how seed travel.
- The teacher will focus on how animals how the travels of seeds.
The students will watch another video on animal dispersal.
https://www.youtube.com/watch?v=MTtHJsAQQf0
- The teacher will ask the student how do animals help the seeds to travel.
- The teacher will then ask “are animals important for plants?”
The teacher will ask the students to talk with their elbow partners for 3 – 5mins
- The teacher will explain that without animals, it might be difficult for the seed to travel very far.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
- The teacher will review on why animals are important for plants.
- The teacher will provide an exit sheet to assess their learning.
The students will have to think of themselves as a seed and create a short story on how they were spread.
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
REFLECTION AFTER TEACHING THE LESSON:
