Houston Baptist University

School of Education
Lesson Plan Format
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Subject: Science Grade Level: 3rd Time Estimate: 25-30

Unit: The Ecosystem Topic: Discovering Forest Life


Content Objectives/Goals: The student will understand how organisms undergo similar life
processes and have structures that help them survive within their environments.

Language Objectives:

TLW identify the basic needs required for survival in a habitat.
TLW define vocabulary associated with living organisms of the forest.
TLW will interpret understanding by completing a definition matching and a
compare/contrast activity
TLW demonstrate understanding by completing a group poster board describing animal
or plant life in the forest.


TEK: 112.14 10 (A) explore how structures and functions of plants and animals allow them to
survive in a particular environment ;)
(B) explore that some characteristics of organisms are inherited such as the number of limbs on
an animal or flower color and recognize that some behaviors are learned in response to living in a
certain environment such as animals using tools to get food; and

ELP: 4F use visual and contextual support and support from peers and teachers to read
grade-appropriate content area text, enhance and confirm understanding, and develop
vocabulary, grasp of language structures, and background knowledge needed to
comprehend increasingly challenging language;



Materials/Resources/Technology needs: Writing Journal, Poster Boards, Pencils, Elmo
Projector & Monitor, and Forest Life Vocabulary Power Point

Literature: Book: “Life in the Forest” By Claire Daniel

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Instructional Procedures

Building Background/Focusing Event: KWL Chart, Show/Discuss plant presented
before lesson/activities, Read literature book on “Life in the Forest”, Discuss vocabulary
terms

Teaching/ Learning Procedures: We will watch and discuss a video on forest life. I will
ask questions that relate to the video the students have watched (ei.. What is a Habitat?
How are plants and animal communities important? What are things that plants need to
grow? What are some things animals need to grow? Ect….) After viewing
video/discussion students will work in small jigsaw groups to discuss a plant or animal
life that exists in forest life. After jigsaw activity students will be allowed to print 4
pictures from class computer to describe their animal and explain their findings. Students
will cut and paste pictures on poster board listing characteristics of the plant or animal
and its ability to survive in forest life. Students will present boards amongst the class
through a class presentation.

Formative Check (ongoing or specific): Make sure students are choosing appropriate
material for activity. Walk around and facilitate activities throughout the process


Reteach: (alternative used as needed): Ask students guided questions again to check for
understanding and clarify information

Key Vocabulary: environment, require, thrive, inhale, slimy, sludge, capture, creature
High Frequency Words: around, find, food, grow, under, water
Story Words: bear, woodpecker, squirrels, hummingbird, leaves, forest

Closure: Ask students if they can give an explanation of why the forest is useful to plant
and animal life as well as the ecosystem.


Assessment/Summative Evaluation: Students will complete a worksheet activity

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Modifications/Notes: There will be one on one support provided for ELL students in
groups when doing the independent practice part of the activity. Provide additional
scaffolding for a student if he or she still shows a need clarification and understanding.







Houston Baptist University
Department of Education and Kinesiology
Lesson Plan Format
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Subject: Science Grade Level: 3rd Time Estimate: 45 min.

Unit: Understanding Plant Life Topic: Life Cycle of Plants


Content Objectives/Goal(s): Students will identify and compare part of plant and
understand functions of its life cycle

Language Objectives:
TLW identify how plants have a life cycle that includes sprouting; developing roots,
stems, leaves, and flowers; reproducing; and eventually dying
TLW explain the changes that occur during plant growth and development
TLW Compare/Contrast the life cycle of plants is different from the life cycle of animals
TLW categorize the stages of plant life

TEKS: 112.14 (C) investigate and compare how animals and plants undergo a series of orderly
changes in their diverse life cycles such as plants, frogs, and lady bugs.

ELPs:
1(A) use prior knowledge and experiences to understand meanings in English;
2(C) learns new language structures, expressions, and basic and academic vocabulary
heard during classroom instruction and interactions;
3(D) speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency;


Materials/Resources/Technology needs: Colors, Pencils, Worksheet, Glue, Art Paper,
and Scissors
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Instructional Procedures:

Building Background Knowledge/ Focusing Event: Students will view a plant where
all parts of the plant are physically visible. For the purpose of a more concrete delivery
for ELL the plant may be passed around for a more up close observation.


Teaching/ Learning Procedures: 1. Students will discuss video and vocabulary. 2.
Students will work independently completing a worksheet handout which allows them to
identify the parts of the plant and its function as well as compare and contrast the
differences between a flower and a. 3. Students will label the parts of the plants using
word from word bank. 4. Students will color, cut and paste plants to art paper for
demonstration of understanding.

Formative Check (ongoing or specific): Oversee students while labeling and identifying
parts of the plant, provide support, and scaffolding along the way

Reteach (alternative used as needed): Students will have opportunity to gain more
understanding while reviewing the information again

Key Vocabulary: Seed, stem, root, flower, and leaf,


Closure: Ask students to share what they’ve learned about the plants life cycle and why
do they think these function are significant?


Assessment/Summative Evaluation: Do a complete walk through as students complete
a worksheet activity


Modifications/Notes: Provide opportunities for students to refer back to illustration to
increase understanding























Houston Baptist University
Department of Education and Kinesiology
Lesson Plan Format
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Subject: Math Grade Level: 1
st
Time Estimate: 30-45 min.

Unit: Problem Solving Topic: Understanding Addition

Content Objectives: Students will deepen their understanding of the concept of addition
through oral storytelling with the use of manipulative, connect addition stories to math
equations, and write the equations.

Language Objectives: TLW define and use key vocabulary while telling their addition
stories.
TLW be able to identify the equation for the story.
TLW be able to apply understanding in solving addition through oral story

TEKS: 111.13 1.5 (D) use patterns to develop strategies to solve basic addition and basic
subtraction problems; and
(E) identify patterns in related addition and subtraction sentences (fact families for sums to 18)
such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2.

ELPS:
2(C) learns new language structures, expressions, and basic and academic vocabulary
heard during classroom instruction and interactions;
3(B) expand and internalize initial English vocabulary by learning and using
high-frequency English words necessary for identifying and describing
people, places, and objects, by retelling simple stories and basic information represented
or supported by pictures, and by learning and using routine language needed for
classroom communication
5(F) write using a variety of grade- appropriate sentence lengths, patterns,
and connecting words to combine phrases, clauses, and sentences in increasingly accurate
ways as more English is acquired;



Materials/Resources/Technology: Chart paper, manipulative pieces, white boards,
markers, pencil, colors .
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Instructional Procedures

Building Background Knowledge/ Focusing Event:

Teacher will read a brief story on apples. Refer to pictures for added visual support and
pull out key terms

Teaching/ Learning Procedures:

After reading story the teacher reviews the objectives and tell students that they will be
making addition stories using the chart paper and practicing using three important words
(first, then, together). Explain that they will also be writing the equation that goes with
the addition story. Using a chart paper the teacher will model an addition story based on
the class attendance that day (Ex. 10 boys and 10 girl are present. There are a total of 20
students) , to tell an addition story using the three key vocabulary words. Students will be
arranged students in heterogeneous groups of four and give each group will get one white
board and marker. Students will work in groups to tell an addition story and write out
their own corresponding equations. One student may write, while the other three provide
guidance while working with the manipulative to solve the equations. Have students then
pass the white board and marker to a teammate and repeat the process. Continue until all
group members have had a turn writing an equation. Each student will write out their own
equation sentence and answer on 2 separate index cards (use later for reteaching process).
Once the addition story has been written out students will draw and color a picture
associated with the story.

Formative Check (ongoing or specific): Observing groups scaffolding students who still
require more understanding, assess students understanding, and correct misconceptions
among the teams . Check for understanding during the modeling by including students in
the story telling.

Reteach (alternative used as needed): Distribute index card to each student for a mix and
match activity. Half of the students will receive the index card with an equation, while
the other half of the students will receive the index card that has the equation’s answer.
Ask two students to model the trading process by asking, “What do you have?” and
replying, “I have six plus two” (or whatever the card says). Next, ask students to reverse
the questions, and then have them say, “Let’s trade.” Conduct the activity and have
students begin mixing. Provide enough time so students have a chance to read many of
the different equations and answers. Say, “Freeze!” to stop the mixing and then tell the
students to find their match. When all students have found their matches, ask each team
to report out their equation and their answer.

Key Vocabulary: first, then, together, plus, equals


Closure: Student will meet back at carpet and will be asked how can we determine to add
or subtract? What vocabulary terms can be used to describe joining and separating
situations?

Assessment/Summative Evaluation: Homework worksheets


Modifications/Notes: Model and Interpret mathematical ideas and concepts using
various representations