Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards

Sophia Roselle

LESSON RATIONALE
This lesson allows students to identify ways that ocean animals are affected by trash pollution, and how they still have a
role in preventing this. (CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Following this lesson, students will realize the effects that pollution has on the natural environment,
and how they can make choices to help prevent it.
B. Objective(s)—
- Given the details of trash pollution on the ocean, students will explore what this looks life for marine life, and how
the effects are hard to reverse.
- Following this lesson, students will use what they know to justify why it is important to prevent ocean pollution,
and brainstorm ways that they can help.

C. Standard(s):
- 4.ESS.4 Develop solutions that could be implemented to reduce the impact of humans on the natural
environment and the natural environment on humans. (CAEP K-6 3.c)
- 4.LS.2 Use evidence to support the explanation that a change in the environment may result in a plant or animal
will survive and reproduce, move to a new location, or die.

II. Management Plan-

- Time: 60 minutes
o Mini-lesson: 15 minutes
o Activity/response: 45 minutes
- Materials:
o Clear plastic tub filled with water
o Read aloud: On the Reef
o Animal figurines
o Assorted trash items
o Instruction sheet
o Video
- Space:
o Students will be at the carpet for the minilesson.
o During the discovery learning activity, students will be in groups around the room.
- Students: I will use two management plans to monitor student behavior when needed:
o Clip-chart individual management plan
o Class and teacher points class wide management plan
III. Anticipatory Set:
- For the anticipatory set, I will show the video “A Whale’s Tale” to show students how animals are affected by
pollution in a way that does not teach any new vocabulary or concepts. url:
https://vimeo.com/305951915
o As you watch the video, make a mental note of what you see. We will read and learn more about what you
see later today.
IV. Purpose: Animals in the ocean are affected by trash pollution now more than ever. Today we are going to explore the
effect that these things have on the ecosystems that make up the ocean, and why it is so important for us to prevent them
from happening.

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners—
- To meet individual student needs, I have selected a video that uses visuals to introduce the issue to my ELL.
 - The read aloud may help the different learning styles in my classroom relate to the issue better than an
informational text would.
- Students can work together in groups to help each other out during the inquiry learning activity.
- There are many opportunities for verbal response, which is a great way to assess understanding in an authentic
way for all learners. (CAEP K-6 1.b)

VI. Lesson Presentation (Input/Output)

- I will read the book On the Reef. (CAEP K-6 3.d)
- I will then have a discussion with students about the events of the book and how the animal in the book was
affected by trash and pollution. This will be prompted by questions.
o Tell me what you saw in the book. What did the characters see?
o How did this make you feel?
o What do you think caused what happened in the book?
- After students answer the last question, ask them if they think it is possible for the ocean and its animals, like the
turtle in On the Reef, to go back to normal after being polluted with trash.
- Take a tally for how many people think it will go back to normal and how many people think it will not go back
to normal after being polluted on the board. Explain to students that they will answer this question by exploring
through an experiment.
VII. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes? Employ one or more strategies to determine student learning.
- For the discovery portion of the activity, students will split into four groups to do their experiment. During the
experiment, they will be creating a sensory ocean bin in which at first, the bin will be filled with clean water and
ocean animal figurines. Then, they will add different trash items to the water, such as saran wrap, paper, plastic,
cans, oil, food, etc.
- Explain the activity to students, and tell them that each group will receive an instruction sheet to go along with
the creation of the sensory bin.
- Have students retrieve materials once their group is ready.
o Make sure to refer to your instruction sheet to guide you through the experiment. You have about 20
minutes to create your bin using the materials you have been given.
- After students have created their bin, tell them to use tongs and nets to try to remove the trash and pollution
from the sensory bin.
- After students attempt to do this, have them discuss their findings and feelings with their group members.
- Have students spend 5 minutes cleaning up their area, and then call them back to the carpet for a whole-group
discussion.

VIII. Review learning outcomes / Closure

- Bring the class back to the carpet. Have students raise their hand and describe what they saw during the
exploration activity, how they felt, and what they feel the answer is to their hypothesis.
- Did their answer change from the beginning? (Tally on the board)
- Ask students how they think we can help the environment now that we know the effect that trash pollution can
have on the ocean and its life forms.
- How does this connect to what we learned about recycling? How can this help improve this issue?
PLAN FOR ASSESSMENT
- I will listen to student’s verbal responses after the read aloud to observe how students feel about the topic.
- I will observe how effectively students work together during the inquiry learning activity.
- At the end of the lesson, I will listen to what students share with eachother and what they share with the class
about what they observed and concluded. (CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Can students make connections to the real world using this lesson?
8. Did students seem to understand the connection between the anticipatory set and the lesson objective?

Include additional self-answer questions that specifically address unique lesson content, methodology, and assessment.
 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning
Candidate
Rationale Candidate demonstrates
little or no understanding
of how planning is
related to how children
CAEP K-6 1.a grow, develop, and learn.
Readiness
The Beginning
Candidate
Goals/ Lesson objectives are
Objectives/ poorly written and/or
Standards have little or no
connection to learning
goals or standards. Little
connection exists
INTASC 4 between objectives and
lesson activities and
CAEP K-6 3.c
assessments.
The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of purpose
is ambiguous or worded
so generally that the
Purpose connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Few or no instructional
opportunities are
Adaptation to included. Any
Individual instructional
Differences and opportunities are not
Diverse Learners developmentally
appropriate or adapted
CAEP K-6 1.b to individual students.
InTASC 2
Diversity
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Candidate uses Candidate uses Candidate uses
understanding of how understanding of how understanding of how
children grow and children grow and children grow and develop
develop across the develop across the across the developmental
developmental domains developmental domains domains, and is able to
but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Lesson objectives are The lesson plan contains The lesson plan contains
correlated with learning objectives that connect clearly stated content
goals and standards. The goals and standards with objectives. Objectives are
connection between lesson activities and logically connected to
objectives and lesson assessments. appropriate goals and
activities and standards and are
assessments is weak or consistent with lesson
unclear. activities and assessments.
Instructional planning is
based on individual
student needs.
The connection between The anticipatory set is The anticipatory set
the anticipatory set and clear and direct and connects the current
lesson objectives and focuses students’ lesson with previous and
content is weak or attention on the lesson. future learning and
unclear. focuses students’ minds
and attention on the day’s
lesson.
A statement of purpose is The statement of purpose The statement of purpose
included in the LP, but is clearly connected to has the power to capture
has little power to the content of the lesson the imaginations of
motivate students and and is presented in terms students and motivate
capture their that are easily them to accomplish the
imaginations. understood by students. expected learning.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are provided
provided in this lesson; provided in this lesson. in this lesson that
however, they are not The opportunities are demonstrate the
adapted to individual developmentally candidate’s understanding
students. appropriate and/or are of individual learner
adapted to individual characteristics and how
students. these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.
Plan for Instruction, cont.
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
The candidate’s lesson is somewhat demonstrates an demonstrates strong
not developmentally developmentally understanding of developmentally
appropriate. appropriate. developmentally appropriate practice
Lesson appropriate practice. including a variety of ways
Presentation The candidate’s lesson The candidate’s lesson to teach content.
does not use includes the basic level of The candidate’s lesson
appropriate modeling modeling. includes both modeling The candidate’s plan
and guided practice. and guided practice. includes multiple ways to
The lesson presentation model and guide practice.
InTASC 5 includes activities that The lesson presentation
CAEP K-6 3.f The lesson presentation
includes little encourage student includes relevant activities The lesson presentation
opportunity for students participation, but lack that encourage student supports student
to engage in relevant purpose or depth. participation and critical motivation through
and active learning. thinking. relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.
The candidate’s plan is The candidate’s plan is The candidate’s plan is The candidate’s plan is
not differentiated for differentiated according to differentiated according to differentiated according to
subsets of students or a subset of learners and learners and includes a learners and includes a
individual students. includes modifying variety of instructional variety of instructional
Differentiated content or instructional approaches that address approaches that address
Instruction processes. individual interests and individual interests and
preferences for learning. preferences for learning.
CAEP K-6 3.d
The candidate
differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
included to check for is included in the lesson plan and the means to understanding of the
Check for student understanding plan, but the connection check for student content are an integral
Understanding or to reteach concepts with the lesson understanding of the part of the lesson, and
that elude students presentation is weak lesson. A provision is include frequent questions
InTASC 4
during the initial and/or unclear. included to reteach all or and other actively
presentation. part of the lesson to all or engaging forms of
part of the class. formative assessment
during guided practice.

Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
InTASC 4 elements of the lesson.
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content and
unrelated to the content of IP activities is not likely learned skills; All activities lead to student mastery.
InTASC 5 of the lesson. to result in lesson mastery match lesson objectives.
Plan for Assessment
The Beginning
Candidate
The lesson plan does not
Formal and include formative
Informal assessment activities, or
Assessment there is little or no
correlation between
CAEP K-6 3.a planned assessment
InTASC 6 activities and lesson goals
and objectives. Any
assessments included are
not developmentally
appropriate for the
students.
Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to
specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of
appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all
students to achieve the expected outcomes. InTASC Standard 7
The Beginning
Candidate
Integration of The lesson plan reflects
Technology educational decision
making regarding
InTASC 7 available technology that
adversely impacts
Technology
Thread student learning and/or
fails to engage students
at the necessary level to
meet lesson objectives.
Evaluation
The Beginning
Candidate
Reflection and Self-answer questions
Post-Lesson are not included in the
Analysis lesson plan.
CAEP K-6 3.b
InTASC Standard 9
The Developing
Candidate
Formative and summative
asessment activities are
included in the lesson, but
they are not well
correlated to and/or do
not cover the full range of
LP goals and objectives.
The assessment strategies
do not promote
development of each
individual student.
The Developing
Candidate
The lesson plan reflects
insufficient or misaligned
decision making regarding
available technology;
statements indicating the
use of instructional,
assistive, or other
technologies are written
in general terms or in
terms unlikely to impact
student learning.
The Developing
Candidate
Self-answer questions are
included, but do not fit
the content or purposes
of the lesson.
The Competent
Candidate
A plan for formal and
informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the
individual students.
The Competent
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies) to
support learner needs and
the curriculum.
The Competent
Candidate
The lesson plan includes
all required self-answer
questions. Questions are
included to plan, monitor,
and adapt instruction
based on the lesson
assessments.
The Accomplished
Candidate
Formal and informal
assessments strategies
are a seamless and
integrated part of the
lesson. The assessments
are highly correlated to
the learning objectives
and promote continuous
intellectual, social,
emotional, and physical
development of each
student.
The Accomplished
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies)
that engage students,
enhance the learning
process, and/or extend
opportunities for learning.
The Accomplished
Candidate
Additional self-answer
questions are included that
specifically address unique
lesson content and
methodology. Questions are
included to plan, monitor,
and adapt instruction based
on the lesson assessments.