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Student Teaching edTPA Indirect Instruction Lesson Plan Template

Subject: Science

Central Focus: Soil Types and Plant Adaption to


Common Core/Essential Standard Objective:

3.L.2 Understand how plants survive in their
Date submitted: N/A
Date taught: N/A
Daily Lesson Objective: Students will be able to compare and contrast the types of soil found within the two
NC regions. (Coastal, Piedmont)
21st Century Skills: Communication and

Academic Language Demand (Language Function and


Prior Knowledge:
3.L.1 Understand human body systems and how they are essential for life: protection, movement and support.


1. Engage

2. Explore

3. Explain

Description of Activities and Setting

The teacher will ask the students, when observing plants in the
piedmont regions, why might we find more vegetation? (CFU) Do you
think growing plants in different soil changes how they grow? (CFU)
Where do the plants get their nutrients from? (Soil). (CFU)
Do you think plants will grow differently in red clay than growing the
plants in the sandy soil? (CFU) What is a way we can compare and
contrast two different things? (CFU) The teacher will pass out a
worksheet with a Venn diagram on it for the students to record what
they observe. The teacher will separate the students into groups
randomly using popsicle sticks with their numbers on them. The
students will work together to observe the three different types of soil.
Each group will get a cup of red clay, sandy soil, and humus soil. The
students will record the color, size/shape, and any other characteristics
they find while observing the soil. Once the students have written down
their observations, they will use the Venn diagram to compare and
contrast the three types of soil.
Comparing and Contrasting: The teacher will draw a Venn diagram on
the board and ask students what they observed when they looked at the
soils. The teacher will ask, Were the three soils all of the same color?
(CFU) If not what color was each of the soil? (CFU) What kind of
texture did you notice when you observed the soil? (CFU) Were there
any other characteristics you noticed when you observed the soil?
(CFU) After looking at this list, how can we compare and contrast these
soils? (CFU)


4. Elaborate

5. Evaluate
Assessment Methods
all objectives/skills

The teacher will then have students return back in their groups and will
cut small holes into the bottom of each soil cup. The students will
weigh their cups before they add water and record their result. The
students will then put each of their soil cups into another plastic cup
and will spray 8 sprays onto their soil. Students will write down their
predictions on the back of their worksheet about which soil will absorb
the most water. The children will then remove the first cup from the
second and reweigh their soil. The teacher will ask, What soil absorbed
the most water? (CFU) Why do you think the soil absorbed the water
that was sprayed? (CFU) The students will then use the internet to find
out what types of plants can grow in the different types of soils.
Students will hand in their worksheets at the end of the lesson for the
teacher to check for completion. The teacher will also check to make
sure students understand the lesson and were able to compare and
contrast the three types of soil. The student will receive a passing grade
if the student completed the worksheet, recorded adequate and correct
data about the soils they observed, and were able to make predictions
about the soils when they come in contact with water with supporting
details and the type of plants they could find growing in each type of

6. Assessment Results
all objectives/skills
Targeted Students
ADD/ ADHD Student(s):
Pair written instructions with oral
Involve student(s) in lesson presentation
Allow student(s) to stand at desk when
Providing frequent checks during lesson
Keep math on the board along with rhyme
Use individual dry erase boards

1 cup clay soil per group
1 cup sand soil per group
1 cup humus soil per group
Reflection on lesson: N/A

Student/Small Group Modifications/Accommodations:

Yes/No Strategies and Open-ended Question Strategiesused for students who are in accelerated learning groups.
Challenges them to think more in depth about the
questions and the material they are dealing with. Usually
consists of more than one answer, and the students have to
figure out which answer best fits the question.
Visual Organization Strategies, Closed Strategies, and
Choice Strategies- used for students who are a low
learning groups. These strategies help the students see the
questions and materials visually so they can determine the
best answer. It also keeps the answers challenging but
short and straight to the point in how the questions are ask
and the answers that should be given, consists of only one
correct answer.

CT signature: ________________________ Date: ______ US signature:

____________________________Date: ______