Lesson Plan Format for Science Teacher Education Candidates

Ithaca College School of Humanities and Sciences

Instructor: Anastasia Koulopoulos

Unit of Study: Evolution
Lesson Essential How has the Earth, and its inhabitants changed over time?
Question:
Lesson Title or Intro to Evolution
Topic:
Central Focus of the This will be a fun, introduction to the evolution unit. Students will be discovering and
Lesson: discussing topics about change over time, how their community and different local
landmarks were formed (finger lakes). They will also get to interact with physical
evidence (local fossils).

Connections
1. Explain how this lesson connects to lessons or units before and after this lesson to form an internally
consistent unit of study
Previous Lesson (unit) Current Lesson Next Lesson (unit)
Genetics Evolution and Taxonomy Biodiversity

- I am picking up the end of a unit
the students had started before I
started student teaching. They
have already learned about basic
genetic concepts, DNA structure,
and inheritance. In the section
that I will be teaching students
will be learning about selective
breeding, genetic engineering and
doing review with the students to
get ready for the end of unit test.
If there is time after the unit test,
students will do a discussion
about human cloning before
starting the next unit.
- In this unit students will be
looking at how factors like the
environment, food availability,
etc play a role in an organisms
characteristics/traits. Students
will also be learning about how
organisms are categorized based
on different classification
systems.
- Students will learn and talk about all
the variation in different species.
Specifically talk about differences in
native versus invasive species, how
they might need the same resources but
look different. This connects to
previous units through the
understanding of unique characteristics
and how they appear and stay in an
organism.

Safety
List here all safety issues and safety protocols required for this lesson and a procedure for checking safety
equipment prior to beginning each lesson. You should identify procedures for the preparation, storage,
dispensing, supervision, and disposal of science materials used in the lesson. Make sure to attach required
Material Safety Data Sheets (MSDS) to this plan.
Student Beliefs – Some students may not believe in evolution, so going through the different aspects of this unit
I should be sensitive to their beliefs, and how to approach all the concepts appropriately.

State/National/Common Core/NSES/NSTA/NGSS/AFNR Standards

List the number and full text of each standard that is addressed in this lesson.
Remember to include content and literacy standards, as appropriate to the lesson.
MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity,
extinction, and change of life forms throughout the history of life on Earth under the assumption that natural
laws operate today as in the past.

Objectives and Assessments

--Here list the short-range learning objectives specific to this particular lesson. These objectives should be

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items that are immediately observable and easily assessed.
--In addition, you will identify how you will know if the learning objectives for this lesson have been met. List the
types of assessments you will use to determine whether the objectives have been met. List the types of formative
assessments you will use to monitor student learning of your specific learning objectives for this lesson. What
assessments will determine proficiency, excellence, or failure to meet the learning objectives of this lesson?
--As you consider your assessments, you should think about the kind(s) of feedback your students will receive
from you related to your assessments and how you will expect them to use this feedback.
- Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment, a
project, or a quiz or a test you will give later, etc. Informal assessments could include structured observation,
thumbs up/thumbs down, think-pair-share, whiteboards, etc.
Learning Objectives Formative Assessments Summative Assessments
The students will be able to … What formal and informal What evidence, by the end of the
(Learning outcomes to be assessments will you use during learning segment/unit, will show that
achieved by the end of this this lesson to monitor whether students understand and have met your
lesson) your students are developing the learning objectives?
understanding/skills required to
Every objective should have an meet the learning objective you
assessment. have identified? If you are using
observation as a form of
Note: Use as many rows as you assessment, write the questions
have learning objectives. You you will use as a guide for your
must have at least one objective, observations of students during
but there is no maximum number. the lesson.

Students will be able to interpret Plicker Quiz – students will be Unit Test
fossils and other forms of using plickers to answer a unit
evidence showing change over pre-test, the questions will cover
time all the major concepts being
covered in the unit.
If, as a result of the assessments above, students have not met your learning objectives for this lesson,
what strategy/ies will you use to teach/re-teach?
Students will have the ability to come to me for one on one help during study hall periods, as well as after school
(when available). I can have video/other visual resources to use as examples.

Academic Language Demands

Focused Academic language function
Choose a higher order language verb (e.g. analyze, evaluate, explain, interpret, describe, predict, argue, or
prove) that students must know how to do in order to succeed in this lesson. See your edTPA handbook for
content specific language function suggestions. Describe the language supports you will provide your students
with to assist them in learning the academic language function in this lesson. Include how you will use students’
prior knowledge and your teaching in this lesson to facilitate and deepen student learning of this academic
language.
Interpret – students will need to interpret images and physical evidence (fossils) to discuss and engage in
conversation about the age of the earth and different inhabitants, as well as the changes in the environment.

Students will be supported by using local references and well known landmarks to put this really large
idea/broad topic into a scope and experience that they can relate to.
Language demands - Vocabulary Language supports
What skill vocabulary (e.g., Venn diagram, graphic How will you help students understand the verbal and
organizer, thesis statement) and content vocabulary written language requirements to succeed in this lesson?
(e.g., imperialism, mitosis) do students need to (These should also be included in your step-by-step
know in order to succeed? procedures below.)
Evolution Many of these words will be mentioned and introduced to
Adaptation the students on this day. As the unit progresses these
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Fossil Record vocabulary words will be used more often and in a clearer
Geologic Time/History context. This is going to be one of their first experiences
Era with many of these words and the goal of today is to give
Period them that background knowledge and first glimpse at
Glacier where we are going.
Language demands – Function Language supports
Analyze, evaluate, explain, interpret, describe,
predict, argue, or justify with evidence. Describe
the language supports you will provide your
students with to assist them in learning all of the
academic language functions that appear in this
lesson.
Interpret – students will need to interpret images Students will be supported by using local references and
and physical evidence (fossils) to discuss and well known landmarks to put this really large idea/broad
engage in conversation about the age of the earth topic into a scope and experience that they can relate to.
and different inhabitants, as well as the changes in
the environment.

Language demands – Graphs, Figures, Symbols, Language supports

Equations, Tables

Images Students will be interacting with these resources directly.

Fossils They will have guides to be able to help them interpret
what they are looking at as well as resources to help give
them more detail (handouts, articles, etc).
Language demands – Syntax Language supports
is the set of conventions for organizing words,
phrases, and symbols together into structures (e.g.,
sentences, formulas, staffs in music). For example,
syntax refers to the structure of a sentence—its
length, word order, grammar, arrangement of
phrases, active or passive voice, etc. If the syntax of
a sentence is challenging its reader, then it is
clouding the sentence's meaning. After carefully
examining the texts of your lessons, the ways you
explain key ideas, and your expectations for what
you want the students to write, determine which
sentence patterns, grammatical structures, or
symbolic conventions might be unfamiliar or
difficult for your students.
Geologic Time/History Again, this will be an introduction to many of these terms,
what they mean and how they are used in science. This is
most likely the first experience many of these students
have with these conventions and I would use this as a time
to gauge what they know, and how to incorporate supports
that are meaningful in the progressing lessons.
Language demands – Discourse Language supports
Discourse is a distinctive communication structure
and/or style specific to your discipline (e.g. lab
reports, literary analysis essays, document-based
arguments, proofs, critiques, etc.) In what
discipline specific ways do students need to
communicate in order to succeed in this lesson?

Interpretation of Data – students will need to Students can work with their shoulder partner/in groups to
interpret different forms of data including images, interpret the fossils and different images they are working
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fossils and written resources like articles and with.
pamphlets (if they choose).

Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?
List here the resources you will use to engage your students and assess their learning in this lesson.
Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer keys, or
anything else that requires advance preparation. Written materials should be attached to this plan.
2. What else do you need to do before the lesson starts in order to be ready?
List here reminders to yourself so that you’re prepared when the students walk into the room.
1. Resources on local landmarks for students to explore.
2. Flipchart Slides
3. Fossils
4. Fossil ID chart/images

Lesson Procedures: Instructional Strategies/ Learning Tasks

Describe, in detail, the steps you will follow in the lesson, attending to both what you will be doing and what the
students will be doing. Boldface all procedures where you are monitoring student understanding using
formative assessments.
Opening: How will you begin your lesson in a way that motivates and engages students in learning this lesson’s
content? (Motivation for lessons should be interesting, age-level appropriate, brief, and directly related to the
learning objectives of the lesson.)
0-5 min Students will come in, and will have the ability to ask any last minute questions they have about their
QPA that is due the next day before the beginning of the lesson/new unit. The new EQ will be posted
up on the board for them to look at and think about before the class formally starts.
Time-based Lesson Planning
Time (in List the next steps of your lesson. Provide detailed description of what teacher and students will be
minutes) doing. Boldface those procedures where teacher is monitoring student understanding during the
lesson. (Your planned formative assessments from above should show up In this section as part of
your lesson procedures. You should include IF-THEN-ELSE steps [e.g. IF 85% or more of the
students respond to the think-pair-share question correctly THEN I will move on to the next question
ELSE I will have students form pairs and discuss their responses and then repoll the class). Write
lesson plan procedures so that another teacher could pick up your plans and actually accomplish
your objectives for the class period. (Hint: The following procedural terms are too vague: introduce,
discuss, review. How will you introduce something new? How will you organize discussion, and
what questions will you ask? How will you conduct a review?)
What are students doing What are you doing
5-40 Engaging in the lecture/slides for the day. Facilitating group and whole class discussions that
This will include talking about the new EQ arise as we go through the different portions of the
for the unit, Earth’s age, how the lesson. I will be asking probing questions to get the
fingerlakes were formed, and fossils. Lots students thinking, and into the mindset needed to do
of these are hands on activities as well, some “detective work” on scenarios like “why do we
allowing them to manipulate and “touch find the fossils we did in Lansing?”
science”.

*This can be extended into the next day if

there isn’t enough time for students to really
engage with the material and make
meaningful connections.
Closure: How will you bring this lesson to closure? How will students reflect on what they learned today, and
how will you prepare them for what’s ahead?
40-End Students will put away any fossils they still have out, and be able to ask any questions about what we
of Class will be learning in this unit, what they can expect, etc.

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 Inclusiveness
Universal Design
What general features of your procedures and/or assessments support the learning of all
students by making this lesson accessible for every student in the class? Make sure to
address each of the 3 major principles of Universal Design (i.e. providing multiple means
of (1) representation, (2) action and expression, (3) engagement).
1. 2. There will be lots of visual, oral and kinesthetic opportunities for the students to
interact with the information during this lesson.
3. Students will be doing lots of discussion, and verbal response. There will be
minimal notes and it is a lesson that will get the students excited and we should
see that in how they are responding, and how excited they seem about the content.
4. I think students will be very engaged because it’s different than the unit we just
came out of, there isn’t going to be much note taking and they are going to be able
to physically see and touch some of the evidence. There are students who like
being outdoors and could be very interested in this topic and get them
participating in the classroom more than they normally do.
Students with Specific Learning Needs (to be completed below)
What are some of the specific learning needs possessed by students in your class, and
what will you do to intentionally support students’ learning specific to this lesson to help
them achieve the expected learning outcomes?
Time IEP / 504 Plans Other Learning Needs
(min) Examples: Struggling readers, students with gaps in academic
knowledge, students working above grade level, etc.
Emotional Issues Below Grade ADHD/Attention Low Level Dislike of Group
Level Literacy Deficits Reading/Writing Work/Certain Students
Skills Skills
0-5 Should have no Should be okay, Might need to be Should be okay, Should have no issues,
issues, but if they the EQ will also redirected to the the EQ will also there is a seating chart
do arise they can be read aloud task at hand be read aloud to keep students that
go through the before the lesson (reading the EQ before the lesson don’t have good
steps they need to starts. and asking any starts. working relationships
calm back down, last minute away from each other.
and get back into questions)
a mindset that is
able to work
productively.
5-40 Should have no Should have no Might need to be Should have no They will only be put
issues, but if they issues, they will redirected and issues, they will with shoulder partners
do arise they can not be taking have directions not be taking that they will get along
go through the written notes, or repeated. written notes, or with and be able to
steps they need to be doing any Preferential be doing any work collaboratively
calm back down, major reading. seating near the major reading. and cooperatively with.
and get back into front of the room
a mindset that is might be helpful
able to work as well.
productively.

Assessment Evaluation Methods

Include detailed descriptions as to how you will evaluate each formative and summative assessment to include a
list of correct responses, scoring sheets, rubrics, or any other information that a student teacher would need to
successfully evaluate student work. These can be listed here or attached as separate sheets.
Plicker Questions

The definition of adaptation is

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A: A trait that gives an organism an advantage
B: A trait that helps an organism survive and reproduce
C: A trait that reduces an organisms ability to survive and reproduce
D: A trait that gives an organism a disadvantage

The Earth is ______________ years old

A: 3.5 million years old
B: 3.5 billion years old
C: 4.5 million years old
D: 4.5 billion years old

Charles Darwin is known best for

A: His beard
B: The theory of Natural Selection
C: The theory of Evolution
D: His research on the Galapagos Islands

What was the name of the supercontinent before forming the continents’ as we know them today?
A: Pangea
B: Atlantis
C: Antarctica
D: Eurasia

What can form within the layers of the Earth, and can give us information on organisms that lived millions of
years ago?
A: Carbon Copies
B: Fossils
C: Imprints
D: Impressions

Similar structures that related species have inherited from a common ancestor are known as
A: Common Structures
B: Analogous Structures
C: Related Limbs
D: Homologous Structures

The calendar of Earth’s history is called

A: Fossil Record
B: Geologic Time Scale
C: Earth’s Time Scale
D: Geologic Calendar

A technique that is used to date fossils is

A: Carbon Dating
B: Educated Guessing
C: Radioactive Dating
D: Scratch Test

Lesson Reflection
After the lesson has been taught, write your reflection.

How effectively did I promote a positive learning environment? How do I know?

How well did I engage students in learning? How do I know?

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How did I elicit and build on student responses to deepen their learning?

What changes would I make to my instruction to improve student learning? Why?

What did I learn about my students’ learning from my assessments? If I didn’t learn what I hoped to learn from
the assessment(s) I used, how would I modify the assessment(s) for next time?

Rev. 2/1/2018 by Michael “Bodhi” Rogers

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