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Lesson Plan Template (Direct) Date:

Teacher Candidate: Subject/Grade Level:
Robin Drury Science/4th

Standard: (CCSS #s, letters AND full-verbiage)

● 4-LS1-1: Construct an argument that plants and animals have internal and external structures that
function to support survival, growth, behavior, and reproduction.

Objective (*Align to standard (*verb). Make explicit & measureable)

 TSWBAT differentiate between producers and consumers (carnivores, herbivores, omnivores)
aeb creating their own consumer or producer aeb writing.
 TSWBAT describe where animals and plants are most suitable to live based on their
individual structures for survival aeb writing.
Evidence of Mastery/Assessment:

(Ensure alignment of assessment to standard & objective!)

To Do (*Attach the following and submit with your lesson plan):
◻ Complete SAC column #2 re: all levels of FAME
◻ Submit a copy of the assessment
◻ Submit an exemplar assessment completed at the ‘MEETS’ level of mastery

Sub-Objectives (Sequenced from basic-complex: Add additional ‘bullets’ as needed-)

◻ How will students review past learning and make connections to previous lessons?
o SW connect what they are learning today to the previous day’s lesson by explaining
which type of environment (desert, rainforest, grassland, wetland, or tundra) that
their consumer or producer would best be suitable to live in. In their assessment, they
must use what they have learned in the previous two lessons to pull evidence of why
they think their organism belongs in that certain environment. (i.e, student designs a
snake, he or she would need a warm environment with small rodents/insects to eat so
he or she may say the snake would best survive in a grassland, wetland, forest, or
desert but not a tundra because its too cold for their blood type and there probably
isn’t much prey for them to eat)
◻ How will students connect this lesson to their lives, and/or the real world?
o SW connect this lesson to their lives by thinking about the world around
them and the environment they live in. Students will most likely create
animals or plants that they have seen before because they can relate to them
and they are familiar. SW realize that there are examples of carnivores,
herbivores, and omnivores all around them.
◻ What skills are needed to ultimately master the objective? (Think: verbs/actions/ how?)
 SWBAT describe the difference between producers and consumers.
 SWBAT identify the 5 types of environments (desert, tundra, grassland, wetland, rain
forest).
◻ What content knowledge is needed to ultimately master the objective? (Think: nouns/
what?)
 SWBAT differentiate between producers and consumers.
 SWBAT apply what they have learned about the five different North American
environments.
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Key vocabulary: (Think: How/When will this Materials:
be taught/reviewed?)  PPT
 Producer  Vocabulary cards
 Consumer
 Carnivore
 Herbivore
 Omnivore
The entire lesson involves digging deeper
into what each of the vocabulary words
mean and examples of each. Throughout the
lesson on the PPT, I will teach each of the
words and students will complete vocabulary
cards for each word as we go.
 Opening

Plan to: activate student interest, connect to previous learning, state objectives and make relevant
to real life-
◻ activate student interest (‘hook’):
• TW come dressed as an animal and acting like said animal. SW try and guess what
animal she is.
• TW record some students’ answers.
• TW go into that today we are going to discuss the different types of organisms you
can find in ecosystems.
◻ connect to past learning:
• TW ask students randomly to come up with the 5 different environments types we
discussed the previous day.
◻ present the objective (*student-friendly?):
• I can explain the difference between producers and consumers.
• I can tell whether a consumer is a carnivore, herbivore, or omnivore.
• I can explain where an organism will have the best chance of survival.
◻ make the content relevant to students:
• The content is relevant to students because there are organisms around them all the
time. They will be able to relate what they are learning to the world around them.
‘I Do’ (Direct Instruction)

Teacher Behaviors: Student Behaviors:

Think: Think:
◻ How will you ◻ What will students be doing to actively
model/explain/demonstrate all capture and process the new material?
knowledge/skills required of the objective? ◻ How will students be engaged?
◻ What types of visuals will you use? Plan:
◻ How will you check for understanding?  SW participate in answering questions the
(CFU) teacher is asking.
◻ How will you explain and model  SW fill out vocabulary cards for new
behavioral expectations? vocabulary words during the lesson.
◻ Is there enough detail in this section so  If a student has a question or does not
that another person could teach it? understand, he or she will raise her hand.
Plan:  SW participate in a think, pair, share with
 TW explain to students that today we their neighbor.
will be discussing the different types of
organisms you can find in ecosystems.
 TW explain that in the lesson today,
there will be a lot of new vocabulary
words. TW explain that the students will
fill out vocabulary cards each time we
come across a new vocabulary word.
TW explain that she will fill out the
vocabulary cards with them so they will
know when to do so.
 TW ensure all students have their
vocabulary cards.
 TW begin the PPT slides.
 TW begin by explaining that all
organisms need water, nutrients,
growing space, and temperatures that
 allow them to grow and reproduce.
However, the MOST important thing an
organism needs is ENERGY.
 TW ask, “Where do you think this
energy comes from?”
 TW explain that it actually comes from
the sun! The sun’s energy enters the
ecosystem and flows through all living
things and it changes form as it moves.
 This energy flow starts in plants. Plants
convert sunlight into food for
themselves. Because plants PRODUCE
their own food for energy, they are
know as PRODCUERS.
 TW fill in a vocabulary card for
producers with its name, definition, and
an example.
 TW ask students, “Can you make your
own food or energy like plants do?”
 TW explain that we must CONSUME our
food since we cannot make it internally
and therefore, we are consumers. TW
explain that consumers are living things
that eat other living things.
 TW fill in a vocabulary card for
consumers. TW explain to students that
we will add some examples of
consumers a to our card a little later in
the lesson.
 TW ask for students to give a thumbs
up if they understand the difference
between producers and consumers or a
thumbs down if they need some
clarification.
 TW begin to explain that there are
different types of consumers which
means there are different ways that the
sun’s energy is moved.
 TW explain that energy found in plants
flow into animals that eat the plants.
 TW explain that animals that eat plants
are called HERBIVORES.
 TW fill out vocabulary card for
herbivore with its name, definition, and
examples.
 TW explain that when an herbivore eats
a plant, some of that energy is used to
heat the animal and some is just stored
in its body. However, the unused energy
is then transferred to another animal
once it is eaten.
 TW explain that when an animal gets its
food by eating another animal, we have
a carnivore.
 TW fill in a vocabulary card for
CARNIVORE.
 TW explain that there are even some
animals who eat both plants and
 animals and they are called omnivore.
 TW ask, ‘Can you come up with an
animal that is an omnivore?”
 TW fill in vocabulary card for
OMNIVORE.
 TW ask students to pull out the
vocabulary card for CONSUMER. TW
explain that under the examples we can
put herbivore, carnivore, and omnivore
because these are all examples of
consumers.
 TW ask students to think, pair, share
and discuss whether they think humans
are carnivores, herbivores, or
omnivores.
 TW ask for a few students to share their
thoughts.
Differentiation: Think:
◻ What accommodations/modifications will you include for specific students during the, ‘I
Do’?
o Plan: Will include pictures as examples for ELL students who may have a hard time reading
and speaking English.
◻ Do you anticipate any students who will need an additional challenge at this time?
o Plan: There may be a few students who need an additional challenge at this time
and I could ask them more higher order thinking questions to get them thinking on a
deeper level.
 ‘We Do’ (Guided Practice)

Teacher Behaviors: Student Behaviors:

Think: Think:
◻ How will YOU guide students in ◻ How will student practice with guidance?
practice? ◻ How will this practice mirror the pending
◻ How will you ‘release’ students to independent practice and align to objective
support each other in practice? mastery?
◻ How will you CFU? Plan:
◻ How will you address  SW answer questions helping the teacher fill
misunderstandings or common student out the example 4 square writing paper and
errors? actual Animal Biography.
Plan:  SW answer questions throughout the process
 TW explain that students will be creating of creating the cow example.
their own Animal Biography but that we will  Now, students know what is expected of them
do one as a class together first so they during the independent practice.
know what is expected.
 TW explain that students will have a list of
animals to choose from and they will
chose one TW explain that our example is
going to be a cow because that is what I
am dressed as.
 TW explain to students that they will be
using a four square writing strategy to
gather their thoughts before writing on
their Animal Biography.
 TW model in the center square goes the
topic sentence. TW write, “I chose a cow
as my animal.”
 TW explain that in the top left box goes
what kind of animal/consumer it is. TW
explain in this box that we will write, “A
cow is a herbivore.”
 TW explain that the top right box is where
students will explain how they know what
kind of animal it is. TW ask, “How do we
know what kind of consumer a cow is?
What does this animal eat?” TW write in
this box, “A cow only eats plants.”
 TW explain that the bottom left box is
where students will put what kind of
environment the animal will best be fit to
live in. TW ask, “What kind of environment
is best for cows?” TW write in that box, “A
cow would probably live in a grasslands
environment.”
 TW explain that the bottom right box is
where students will explain why they
chose that environment for the animal.
TW ask students, “What makes a
grasslands environment an ideal place for
a cow?” TW write in the square, “The
grasslands have plenty of grass and
 plants for cows to eat.”
 TW explain that now I am going to transfer
these sentences to my animal biography
and model this for them. TW explain that
students will also need to illustrate their
animal.
 (The animal biography is their independent
practice)

Differentiation: Think:
◻ What accommodations/modifications will you include for specific students during the, ‘We
Do’?
o Plan: I am not only going over the requirements verbally, but I am visually giving students an
example of what they will be expected to do on the independent practice. This will help ELLs
understand what is expected of them.
◻ Do you anticipate any students who will need an additional challenge at this time? o
Plan: If there are any students needing an additional challenge, I can ask for them to
go more in depth on their own independent practice.
‘You Do’ (Independent Practice/Assessment)

Teacher Behaviors: Student Behaviors:

Think: Think:
◻ How will you clearly communicate ◻ How will students complete the task?
expectations for independent practice? ◻ What will students do if they need help?
(Behavioral & academic?) ◻ What will students do if they finish?
Plan: Plan:
 TW have already communicated  SW work independently and quietly.
expectations for the independent practice  SW create their animal, draw a picture of it,
(academically) during the guided practice. explain what kind of organism it is and how
 TW explain that students are to complete they know, and include which environment
this activity alone because I need to see it is most suitable to live in and why.
that they understand the differences  Some SW share their animal, the type of
between the consumers. organism they are, and the environment
 TW walk around to ensure students are most suitable for them.
on task.
Differentiation: Think:
◻ What accommodations/modifications will you include for specific students during the, ‘You
Do’/ Independent Practice/Assessment?
o Plan: For ELLs, I can provide them with more one on one attention and explain things to
them. I may even ask for them to draw pictures instead and explain it to me verbally rather than
having them writing it down.
◻ Do you anticipate any students who will need an additional challenge at this time?
o Plan: If there are students needing an additional challenge, I will ask them to dig
in deeper for specific examples of what their organism eats or places they may live.
Closing/Student Reflection
◻ How will students summarize their learning and state the significance of what they
learned?
 Plan: Some SW will share their Animal Biographies.
 SW complete answering the question, “How do consumers differ from producers?” and
students will have to write one question that they still have about the material.
◻ How will students connect their new learning to real life?
o Plan: SW connect to real life because they are choosing
animals that they are familiar with and have heard of or
seen.
 Student Achievement Chart (SAC)
Reminder: Bring all student assessments to your pre- and post-conference!
FAME Mastery Description of Student Work in each Mastery Assessment Data Outcomes:
Levels Category
(# Correct AND characteristics of work)

Exceeds Description for ‘Exceeds’ the standard: Pre Post

# Correct: 12/12 points
Student work to include:
 Name and detailed drawing of
organism
 Accurate explanation on the kind of
organism
 Accurate biome and reasoning for
choosing biome is sensible.

● Number of students:

● Percent of Total class:

● Student Names:

Meets Description for ‘Meets’ the standard: ● Number of students:

# Correct: At least 10/12 points
Student work to include:
 All of the above requirements except
ONE of the following:
o Name and detailed drawing of
organism
o Accurate explanation on the
kind of organism
o Accurate biome and reasoning
for choosing biome is sensible

● Percent of Total class:

● Student Names:

Approaches Description for ‘Approaches’ the standard: ● Number of students:

# Correct: at least 8/12 points
Student work to include:
 All of the above requirements for
exceeding expectations except TWO
of the following:
o Name and detailed drawing
of organism
o Accurate explanation on the
kind of organism
o Accurate biome and
reasoning for choosing
biome is sensible
**Student may receive partial credit for
answers

● Percent of Total class:

 10

● Student Names:

Falls Far Below Description for ‘Falls Far Below’ the ● Number of students:
standard:
# Correct: Less than 8/12 points
Student work to include:
 Student does not meet any of the
following requirements or does not
attempt:
o Name and detailed drawing
of organism
o Accurate explanation of the
kind of organism
o Accurate biome and
reasoning for choosing
biome is sensible
● Percent of Total class:

● Student Names:

Rubric for Organism Project:

Descriptions 0 points 2 points 4 points
Name/Drawing of No attempt -Very little detail -Detailed
Organism -Rushed -Took time
-Name included -Name included
Explanation—kind of No attempt -Either wrong kind of -Chose right kind of
organism organism or organism
explanation of why -Included accurate
you chose the reasoning
organism is wrong
Explanation—biome No attempt -Either wrong biome -Biome selection is
(organism could not accurate
live there) or wrong -Reasoning for
explanation of why selecting biome is
you chose the biome reasonable
**Students can earns scores of 1 or 3 as partial credit, not only 2’s and 4’s
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