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University of New Haven: Graduate Education Department

2013 2014 Science Lesson Plan Format


To be completed by the Student Teacher ; a copy of the plan should be provided to Cooperating Teacher and University Supervisor prior to lesson implementation.

Student Teacher: Olivia Navickis

Grade Level: 10

Subject: Biology

Date of lesson: 11/9/14 Length of lesson: 50 minutes


Lesson Topic:
Natural Selection
Overall Goal: (Broad statement using non action verbs)
Students should understand why there is such a variety of trees around the school, as it relates to natural selection.
Learner Background: (This addresses why the lesson is being taught.) Describe the students prior knowledge or skill related to the
learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students previous
performance in this content area or skill impact your planning for this lesson?
CTS attached
Curricular Standards: Identify the primary standard(s) this lesson is designed to help students attain:

National: (NGSS)

HS-LS4-4.
Construct an explanation based on evidence for how natural selection leads to
adaptation of populations. [Clarification Statement: Emphasis is on using data to provide evidence for how
specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term
climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change
in gene frequency over time, leading to adaptation of populations.]

State (Math and English Common Core)


o

RST-11.12.1
Cite specific textual evidence to support analysis of science and technical texts,
attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

WHST.9-12.2
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.

MP.2

Reason abstractly and quantitatively.

Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson. Use action verbs.
SWBAT:
Develop a model, on the computer, that explains how natural selection works in regards to the trees that are seen around the
local environment
Materials/Resources: List the materials you will use in each learning activity including any technological resources.
Computer
Projector/Smartboard
Laptops or tablets for students
Lab Safety

Requirements: Describe the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of
all materials used within their subject area science instruction. Include MSDS for all chemicals being used in the lesson
(http://www.flinnsci.com/msds-search.aspx) (If this does not apply to the current lesson, state, Does not Apply)
Emergency Procedures: Describe emergency procedures and the maintenance of safety equipment, policies and procedures
that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the
abilities of all students. (If this does not apply to the current lesson, state, Does not Apply)

August 2013 University of New Haven

2013 - 2014

University of New Haven: Graduate Education Department


2013 2014 Science Lesson Plan Format
Ethical Treatment of Organisms: Describe ethical decision-making with respect to the treatment of all living organisms in
and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions
on the collection, keeping, and use of living organisms. (If this does not apply to the current lesson, state, Does not Apply)
Featur
e

Name

Description

Scientific
Question

Each 5-DIE lesson is focused on a scientific question (i.e. Big Question). With feature one of 5-DIE, the student will be asked to
respond with their initial ideas related to the Big Question. Example: Prior Knowledge Activity/Formative Assessment Related to
the Topic of Study

Collect
Evidence

Feature two of 5-DIE is an activity where the students are required to collect some evidence related to the science content of the Big
Question. Example: Lab/Activity that requires the students to engage in evidence collections.

2
Create
Explanations

Feature three of 5-DIE involves students analyzing their evidence and using it to generate an explanation (also called a claim) about the
scientific ideas of the lesson. Typically, the analysis will produce an artifact that the student will describe and justify to their peers and
teacher at in feature 5.

Example: Developing a Conclusion, Model, Graph, that answers the Big Question

Compare
Explanations to
Scientific
Knowledge

The accepted scientific understanding of the lesson is presented with feature four of 5-DIE. In addition to demonstrating a thorough
understanding of the scientific knowledge of the content, the student will be asked to compare and contrast your explanation from
feature three. Example: Lecture, Research, Textbook reference

Communicate and
Justify
Explanations
5

Finally, feature five of 5-DIE involves the students sharing and justifying their explanation and artifacts from feature three among their
peers and with their teacher. The culminating activity of 5-DIE is to reflect on the Big Question of feature one and synthesize their
understanding by using their evidence to compare and contrast their ideas with those of their peers and teacher. Examples:
Collaborative Argumentation Strategies: Big Paper, White-boarding, Small GroupWhole Group Collaboration

The Lesson:
Description of Learning
Outcomes
(Why are you doing it?)
& SKI Principles

5-DIE
Feature

Time In
Minute
s

13

Play natural selection video (Khan


Academy)
Take attendance

Watch natural selection video


(Kham Academy)
Take notes on any questions they
have about the video segment

Obtaining, evaluating,
and communicating
information

10

Follow up lecture on the


video/natural selection
Show PowerPoint where I readdress some of the important terms
used I the video (speciation,
variation, natural selection,
mutation, resources, environment,
ancestry, genome, etc.)
Answer any questions the students
pose

Listen to natural selection lecture


Take notes on key concepts about
natural selection re-addressed from
the video (speciation, variation,
natural selection, mutation,
resources, environment, ancestry,
genome, etc.)

Obtaining, evaluating,
and communicating
information

3,4

15

Start group discussion on where we


see natural selection in everyday life
Hopefully listening for the inclusion
of some of the terms that were used
explained in the short lecture

4,5

15

1,2

What is the Teacher Doing?

Group students (three or four) and


have students use classroom laptops
or tablets to create a Google
PowerPoint or Prezi presentation
that explains how natural selection
has led to the adaptation of the trees
in the surrounding area.

August 2013 University of New Haven

What is the Student Doing?

Participate in discussion of where


we see natural selection in everyday
life.
Try to possibly include some of the
above terms that were discussed
during the lecture.
In assigned groups, develop a model
on the computer that explains how
natural selection has caused the
surrounding trees to adapt.
Hopefully including some of the
terms that were discussed during the
video and the lecture.

Constructing
explanations
Engaging in argument
from evidence
Developing and use
models
Constructing
explanations
Engaging in argument
from evidence

2013 - 2014

University of New Haven: Graduate Education Department


2013 2014 Science Lesson Plan Format
(Once again walking around and
listening for the use of the terms that
were explained in the video and in
the lecture) The teacher is also
supporting the students with any
challenges they have on the
computer.
Individuals Needing Differentiated Instruction: Describe students with learning differences. These students may be special or general
education students and need not be the same students for each lesson. Students may represent a range of ability and/or achievement
levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, for formal, scripted observations and in lessons
included in the portfolio, it is expected that each student teacher will demonstrate the ability to plan and implement differentiated
instruction in order to meet the needs of students at both ends of the learning spectrum.
Remember: differentiation means different, not more; differentiation should focus on learning, not behavior
Which students do you anticipate may struggle with the activities and/or learning objectives of this lesson?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student learning?
differentiated instruction
Grouped with students who would excel at this group activity so those students may
assist with understanding
CK
Which students will need opportunities for enrichment and/or higher level of challenge?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student learning?
differentiated instruction
Grouped with students who may struggle with this assignment so that they could help
assist with understanding
DK

August 2013 University of New Haven

2013 - 2014

University of New Haven: Graduate Education Department


2013 2014 Science Lesson Plan Format

August 2013 University of New Haven

2013 - 2014