USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Joseph Smolek
Grade Level Being Taught: 3rd Subject/Content: Science Group Size19 Date of Lesson: 3/5/2020
Part 1: Lesson Content
Title of Lesson Planting the Seeds of Truth
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners This lesson connects with the interests and cultural backgrounds of my students because there are
students in my class that enjoy talking about plants, fruits and vegetables. Flora and fauna are also
incredibly important in Hispanic culture.
How does this lesson connect to/reflect the local community?
This lesson connects with the local community, because there are local Hispanic areas that sell and
celebrate fruits, and plants.
What Standards (national or SC.3.L.14.1- Describe structures in plants and their roles in food production, support, water and nutrient
state) relate to this lesson? transport, and reproduction.
(You should include ALL applicable
standards.)
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?
SC.2.L.14.1- Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their
basic functions.
Trace the standard to the next grade level. What will students learn next related to this standard?
No traceable standard.
What misconceptions might Students may be unaware of how plants have different parts to them, and what those parts of a plant do.
students have about this Students may also be under the assumption that plants do not reproduce, and instead just grow.
content?
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
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Joseph Smolek
Grade Level Being Taught: 3rd Subject/Content: Science Group Size19 Date of Lesson: 3/5/2020
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 Students will be able to accurately label and describe what the different parts of a plant systems are, as
standard) well as describe their purposes.
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
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? Understand
Which level(s) of thinking is/are called for in your objective? Understand
Why did you choose this level(s) of thinking? I chose this level of thinking because I wanted to match the
standard with the objective.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered The assessment plan is for students to correctly label the parts of a plant, and provide a short description
your objectives? of what that part of the plant does.
Is your assessment formative or summative? Why did you make that assessment decision?
This assessment is formative. I made this decision because this lesson will be the first experience that
students have with the parts of plants.
How does it align with your objective?
This aligns with the objective because students are going to be labelling an exit ticket that
Assessment Scoring/Rubric The exit ticket will be scored on a basis of how many points the student earned. For instance, if a student
What are the criteria for how you correctly named and described 3 out of 4 parts, they would get a B. A 4 out of 4 would be an A, a 2 out of
will assess student 4 would be a C, a 1 out of 4 would be a D, and a 0 out of 4 would be a N.
learning/student work? If you’re
using a rubric, include your rubric
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Joseph Smolek
Grade Level Being Taught: 3rd Subject/Content: Science Group Size19 Date of Lesson: 3/5/2020
here.
Part 2: Lesson Implementation
Management & Environment This lesson will take place in the adjacent classroom, rather than my normal internship classroom. The
(integrated throughout your layout of this classroom is different in this room compared to the one in the other classroom. In this
step-by-step plan): classroom, students are situated in rows of desks that are combined to make tables. This means that
How will you arrange there is more partner work rather than group work being done in this room. Students will be at their
yourself and the students normal seats for this lesson, except for the time when some students are doing demonstrations.
(location in the classroom, The processes and procedures are similar in this room compared to my regular room. All students know
seating)? to put forth their best effort with assignments, and to raise their hand if they need help.
What processes & I do not anticipate any students not meeting my expectations, however, while I am going around and
procedures will you use? watching students work, I will speak with a few students that tend to take an elongated amount of time
How and when will you when completing work.
communicate those to The students that I would likely need to speak to would be, KRU, JA, ZT, and possibly ZC. All other
students? students will likely not have any issue with staying on task, if this is not the case, they will be pushed to
What expectations will you finish on time.
have for the students? How If students finish this task quickly, they will write a compare and contrast piece of how humans and
and when will you plants parts are different.
communicate those to
students?
What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
What will students do if
they complete the task
quickly?
Materials Reading about plant parts (21 copies- one for each student and myself)
(What materials will you use? Why Clipboard with paper (to take informal notes of student performance with the lesson)
did you choose these materials? Document camera/computer (to show the reading, as well as a supplemental video)
Include any resources you used. Exit ticket papers (20 copies- one for each student)
This can also include people!) At least 5 students (for a demonstration about plant parts)
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Joseph Smolek
Grade Level Being Taught: 3rd Subject/Content: Science Group Size19 Date of Lesson: 3/5/2020
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:
Process will be differentiated for some students because they will be allowed to read with a partner.
Product will be differentiated for some students that will only be asked to provide me with the names of
the parts of the plant.
Process will again be differentiated because some students will partake in a demonstration about plant
parts, while others will stay seated and direct their classmates through active discussion.
Which specific students will benefit, and why?
PM, CF, DH, KRU, KRO will all benefit from this differentiation. They will be able to finish the assignment
with assistance.
YR, GT, KA, ZT, JE, DH will benefit from the demonstration. These students are more outgoing and would
benefit from learning in a way that fits their style.
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: For the student that is pre-production level, I have printed her out a
students (initials), and then explain reading that is in Spanish, and also provide her with her dictionary. PM will also have CF to
the accommodation(s) you will assist her with Spanish, and I also know enough Spanish to communicate the lesson with
implement for these unique her. Provide PM with some type of differentiation that better fits for the assessment.
learners.) Early Production Level: If I had a student at the pre-production level, I would get them a
print-out of the directions in their native language, and provide them with a handout in
their native language.
Speech Emergence Level: If I had a student at the speech emergence level, I would have
them write responses of only a couple words.
Intermediate Fluency Level: If I had a student at the intermediate fluency level, I would have
them write their responses in English, but would accept shorter responses.
What accommodations will you make for students who have an IEP or 504 plan?
For students that have an IEP or 504 plan, I will allow for them to provide me with shorter answers than
what their peers are giving me.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Joseph Smolek
Grade Level Being Taught: 3rd Subject/Content: Science Group Size19 Date of Lesson: 3/5/2020
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
If there was a student who was gifted, I would have them write a compare and contrast example of how
the plant systems and human body are different, but also similar.
References (Planning of I used Mrs. Salario to help me plan for this lesson. She was a great source for ideas.
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
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.) Part of 5E, more of the engage and explain with more coming on
Friday.
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask? 3. Step-by-step plan:
How will materials be Time: Action Steps:
distributed? 10:30- I will go over from my regular classroom over to the partner classroom. I will expect students to
Who will work together in be a little surprised by this, since I don’t often go over there to teach, outside of one time. This is a good
groups and how will you class, so they will calm down quickly when asked. I will start class by saying, “I want to start science by
determine the grouping? having us all read the objective together. On the count of three, let’s start. Ready? One.. two.. three!”
How will students transition Students will read through the objective with me, and once we are finished I will ask, “Now who can tell
between activities? me something that they already know about plants?” I will call on students and write down the things
What will you as the teacher that we know on the board with the smart marker. After hearing student responses, I will say, “We know
do? how humans have body parts, right? Well did you know that plants have their own type of parts, but they
What will you as the teacher do not have a body.”
say? 10:38- I will tell students, “The first thing that I want us to do today is to get a little more familiar with
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Joseph Smolek
Grade Level Being Taught: 3rd Subject/Content: Science Group Size19 Date of Lesson: 3/5/2020
What will the students do? plants and their parts. We are going to do a short reading about plants and their parts. Could I have two
What student data will be volunteers pass one reading out to everyone?” While the papers are being passed out, I will also say that I
collected during each phase? would like to see CF, DH, KRU, and KRO at the small table so that way I can read with them. On top of
What are other adults in the that, I will say that Mrs. Salario will be around to assist you if you have any questions about the reading.
room doing? How are they “I will give you exactly 5 minutes to read through this fully. And while you are reading the text, make
supporting students’ learning? sure that you are doing what?” (Text coding). I will then start the timer and go over to the small reading
table to work with my group. During my time with the group, I will give Mrs. Salario my clipboard to
mark down student behaviors that she notices. With my group, I will read through the text, while
stopping at various points to ask those higher-order thinking questions to them. These questions will be
the same questions that I ask the whole group when we reconvene again, as I want my group to gain full
understanding of the content.
10:50- I will pull the group back together at this time, and I will ask those similar questions that I asked
at the small group table. These will include questions such as, “Why do you think a plant needs roots to
stand up, but a human does not need roots?” “Where do you think that plants get their food from?” After
a short discussion with students, I will say that we are going to watch a short video to get a better idea of
what plant structures are like. I will also say, “During the video, I want you to take a sticky note and write
down one new thing that you learned from the video. We will be watching this video to find out some
more about plants.”
11:00- After the video, I will ask for the sticky notes to be turned into me. I will then read through some
of the really good points that students picked out. Next, I will ask for students to come up as my
volunteers. “I need five students who are going to be super brave and come on up in front of the whole
class for a demonstration.” Once I have my students, I will say, “Does everyone see the students in front
of you? Yes? Okay, say hello to the parts of the flower now, they are no longer students, just flower parts.”
I will label the five students and have the students who are sitting down help guide their classmates to
look like the structure of a flower. I will be watching to help guide their thinking, asking probing
questions such as, “Now since s/he is the stem, where do you think that they should go?” The time for
this will likely be lengthened a short amount.
11:10- Once we have perfected our student demonstration, I will ask for students to please clear off their
desk and tell them that it is time for their exit ticket. “You are all now practically flower experts, and
some of you have even BEEN parts of a flower today. So now it’s time to put that knowledge to the test…
on your exit ticket today, you are going to see a picture of a flower. Your job is to label it with the correct
name of the part, and then tell me what that part of plants job is. You are going to have 5 minutes to
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Joseph Smolek
Grade Level Being Taught: 3rd Subject/Content: Science Group Size19 Date of Lesson: 3/5/2020
complete your exit ticket. If you finish early, please compare and contrast a flower and a tree.
11:15- At this time, I will want all exit tickets turned in. I will lead them into the switch over to the other
classroom to start writing!
