DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

ELEMENTARY 3rd & 4th SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE
(1/3/14)
Teacher Candidate ___Jaime Farnsworth__ Grade Level _3__ Title __World Ecosystems__
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:

Thereare22studentsintheclass.11boysand11girls.
TherearenostudentswithIEPsidentified.
TherearenoELLstudentsinthisclassbutTaliahasamotherfromBrazilandElliehasagrandmotherfrom
Japan.
Behaviorconcerns:

Parkerhasahardtimesittingstill.

LearningConcerns:

Mayceestrugglesinreadingandmath
Chasestrugglesinreadingandmath
Lexistruggleswithreading
Paigestruggleswithreading

Highlevellearners
Nohighlevellearnershavebeenidentified.
Classroomenvironment:
Theclassroomiswellorganized,colorfulandinviting.Thedesksarearrangedinsixgroupswiththreeorfour
studentsineachgroup.Thereisadeskforsuppliesaddedtothreeofthegroups.ASMARTboardishungonthe
whiteboardatthefrontoftheroom.Theteachersdeskissituatedinthefrontrightcornersurroundedby
cabinetsandcupboardsofsupplies.ThereisanElmonexttoherdesk.Alargerugwithcoloredcirclestakesup
mostofthebackoftheroomwithateacherschairandarollingpaperboardforhertotakenotes.Thereare
shelvesofleveledbooksundertheSMARTboardandarainbowtableinthefrontleftcorneroftheroomwhere
theteachergatherssmallgroupsforinstruction.Thewallsarefilledwitheducationalaids,likevocabulary
popcornwords,spellingfortheweek,theweeklytreasuresunitresourcechartsandabehaviorchart.Thereis
anareawherestudentsputtheirbackpacksinthebackoftheroom,bythedoor,wheretheyexitforrecess..
Therearecubbiesforhomework,centers,andsupplies.Theclassroomalsohasasinkandwaterfountainnext
tothefrontdoor.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to
do?)
State Standard/Objective (Social Studies):

Standard 1

Students will understand how geography influences community location and development.
Objective 2
Describe how various communities have adapted to existing environments and how other communities have modified the environment.
a.

Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, wetland).

Content Walk-Away: I will write four facts about the major world ecosystems.
Language Walk-Away: I will write four facts describing the major world ecosystems.

Vocabulary: Ecosystem, tropic, tundra, Desert, Plain

ASSESSMENT EVIDENCE (What evidence do I need to show the students

have learned the Walk-Away? )

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):

*Using a graphic organizer to write down four facts about each world ecosystem.

Behavior concerns:
Parker:
Have him sit in close
proximity & check to make
sure on task.

*Observe students paying attention and participating. Observe

them listening by having eyes on board or me, engaged and
responding to questions and cues.
*Question for understanding of vocabulary.
Content Walk-Away Evidence (Summative): Complete a 7 question multiple choice
test. (SIOP 1, 23, 28)
Language Walk-Away Evidence (Summative): I will write a paragraph with four facts
about any world ecosystem. (SIOP 2,24,28)

Learning concerns:
Maycee:
Chase:
Lexi:
Paige:
Preview vocabulary words
before the lesson. Graphic
organizer will not be required
to be completely filled out.
Only two of the four facts
and three sentences for
summative assessment will
be adequate. Students can
have help from team to
present their research.

ACTIVE LEARNING PLAN

SIOP
Indicator

Activate/Building Background Knowledge

Close your eyes and imagine going outside in the middle of summer here in St. George. What
does it feel like? What does it sound like? How do you feel on a really hot day?*Wait*
Mystery Bag (cactus, sunshine, sand)

7,8,18

Do you remember the lesson I taught a couple of weeks ago? What did we learn about?
What do you think these three things in our Mystery Bag have to do with ecosystems?

15,12
8,18,9

Approx.

Time

7 min

We live in a Desert here in St. George and a desert in one of the big world ecosystems. Today
we are going to talk about six of these world ecosystems.
Formative assessment:
Learning Goal
Building background
knowledge

Success Criteria
Description of desert

Assessment Strategy
Observation and questioning
Mystery bag

Modification/accommodations: (ELL, IEP, GATE, etc.) Ask Chase and Maycee a question.
Focus Lesson (I do it)
When we go back to our seats I want you to fill out this graphic organizer as I show you a
powerpoint presentation. You get to write down two main facts about each ecosystem.
Powerpoint on Ecosystems.
Posters on each ecosystem.
Formative Assessment: Students fill out a graphic organizer with two main facts about each

SIOP 9
4,5,6,
10,11,12,
23,24,25,
26

10min

ecosystem.
Learning Goal
Differences in Ecosystems
Students will collect Data

Success Criteria
Facts on each ecosystem

Assessment Strategy
Observation and questioning

Modification/accommodations:Ask Parker a question to make sure he is on task. Make sure

all students are watching and filling out their graphic organizer.
Guided Instruction (We do it)
I will show you how this is done by giving you an example from our mystery bag. One thing I
know about deserts is that it is hot. The next thing I know, because I live here is that it does not
rain very much throughout the year. I know this because I see water towers where we need to
store water. What could I write for desert under facts? GoodWhat is another fact that I know
about deserts?

11,13,14,15,

29,30

How can we protect our ecosystem?

When you have your facts we will write them on these cars that we will attach to the poster.
Formative Assessment: Observation and questioning
Learning Goal
Success Criteria
Desert Ecosystem
Explain facts on a desert
ecosystem

Assessment Strategy
Observation and questioning

Modification/accommodations: Ask Lexi and Paige questions.

Collaborative/Cooperative (You do it together)
Now I want you to research two more facts about an ecosystem. Students gather research from
books and find two more interesting facts about one of the world ecosystems.
Students report to the class on their findings to the other groups and put more facts on our
posters.

4,5,6,12,13,
14,15,16,17,
20,21,22,2
3

15 min

29,30

Formative Assessment: Walk around the room and observe students looking in books and
writing down two more facts about the ecosystem. Give feedback to groups.
Learning Goal
Success Criteria
Assessment Strategy
Research
Read books and collect
Graphic organizer
information
Presentations
Present information to
Verbally give two more facts
the class as a group
Modification/accommodations: Assign roles to each team member. 1 scribe, 1 team leader,
and one presenter, 1 timekeeper.

22,23,24,
25,

10min

Independent (You do it alone)

Now its time to show me what you learned about the Six World Ecosystems. I want you to
complete the multiple choice test and on the back write a paragraph with four facts about any
world ecosystem.
Summative Assessment: Social Studies Benchmark Multiple Choice Test. Written paragraph
on the back.
Modification/accommodations: Chase, Paige, Lexi and Maycee will only need three facts in
their final paragraph.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
So lets review the main concepts of our lesson. If I were living in the forest, what type of house

3 min
23,24,27,
28, 29,30

might I build? Tell me the name of a world ecosystem. Could anyone tell me what an ecosystem
is? How can we protect our ecosystems?
Modification/accommodations: Ask Parker and Chase a question on the review.

SIOP Indicators
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills (reading, writing, listening, speaking)
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment