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: Continued from the experiment – creating a presentation of their data.
Brief Context: The students will understand the plant cycle which leads need into comprehending seed migration
Prerequisite Knowledge/Skills: experience of seeing/touching/growing seeds, plants
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 plants need water, soil, sun to grow 1. Google slide
well. 2. Discussion on the content.
2. Create a google slide show their data as a 3. Recording of the student’s summary
presentation and record a short video on it.
Standards Addressed in Lesson: (Include full standard.)
- 2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
Instructional Resources:
Chromebook, Google slides (https://docs.google.com/presentation/d/14RCYgiFVhgBB3fK6JpWLBY3Urhvln-
oHTfrm87WGyYA/edit?usp=sharing)
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
- Set clear expectation on using the computer and instructs the students to put the devices on sleep mode when
they are not using it.
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 the students to collect their tests.
“What has happened to the plants? Is there any noticeable difference from when we began or to your
pair’s group?
The teacher will instruct the students to talk about the results of the test, ask them to write down some
noticeable differences. (8 - 10mins)
- The teacher will ask the students on the results of the tests, “What has happened? Do plants need water? Soil?
Sun?
The students will share their test results – even if the test results might have been altered – due to a
wrongful setting up the experiment – do not correct them because that is also part of doing science.
- The teacher will ask about the word “presentation”
“Does anyone knows the words presentation? When have you seen a presentation before?”
The teacher will provide some examples of presentations, “you could see it on the news, schools in your
projects, work.
- The teacher will tell the student today we will create a presentation to show your data of the experience.
The students will only briefly talk about their slides – the students will go simply through the slide without
a detailed report. It will be a great exercise for the students to create a presentation of the data.
- The teacher will instruct on how to create a google slide by showing examples and walking through the process
of making a google slide. The students will already have a premade template to reduce extraneous time.
Development: [It may help to number your steps with corresponding times.]
- In the Prediction and results section, the students need to put down the pair’s group’s prediction thus, the
teacher will give 5 – 7mins to talk with their partner group and talk and record their predictions.
“Write down your neighbor's predictions/results, was it similar to yours? Was it different?”
- The teacher will instruct on how to create a google slide by showing examples and walking through the process
of making a google slide. The students will already have a premade template to reduce extraneous time.
The students would need simply need to put down the information within the google slide.
- The students will be working with their groups to create their google slides,
2 students should be focused on creating the google slide – but only one computer, the other students
would be focused on checking for any errors or checking the data(Observer and Recorder)
The other 2 students will be focused on how to present to the class.
- The teacher will go around the class to check on the student’s progress and aid them when needed.
- After the student finishes their presentation, the teacher will go through only one group per pair to present. The
other group will add on or support the presenting group.
authentic audiences for the work. Think beyond giving an assignment or independent practice.)
- After the 3 groups present, the teacher will ask the students to record their conclusion of the experiment.
The teacher will tell the student in the video they should have, what they tested, the results, and what
their conclusion was.
- The teacher will applaud the students for doing a great job.
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
REFLECTION AFTER TEACHING THE LESSON:
