ED 345 Calvin University Teacher Intern Lesson Plan Template

Teacher Intern: Shin Han Date: March 30, 2020

Grade Level: 2nd Grade Subject/ Topic: Science – ecology/biology
Approx. time spent planning this lesson: *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What do plants need to grow?
Brief Context: The students will set up for the Experiment on what plants need to grow.
Prerequisite Knowledge/Skills: Basic understanding of plants and their growth.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Set up a fair test for each experiment. 1. Setting up the experiment.
2. Understand the meaning of a fair test. 2. Discussion on the process of the experiment.
Standards Addressed in Lesson: (Include full standard.)
- 2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow. 
Instructional Resources:
Darkroom (inside the cabinet), Bottoms of Plastic bottles(pots), Light source (window), soil, seeds, Worksheet, google
docs, Chromebook
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
- Make the direction/instruction clear and simple.
- Provide oral and visual aid to help the student progress with the activity.
- To reduce extraneous distractions, the teacher will set clear expectations for students to follow
- Provide step by step instruction to reduce the extraneous distractions.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

BUILDING RESPECTFUL RELATIONSHIPS: (Note any specific ways in which you plan to establish rapport, build mutual
trust, monitor & maintain relationships. Consider student-teacher & student-student relationships.)
- Honoring the student’s response by not repeating the student’s statement – except for error within the
student’s statement.
- Provide time for the student to think through their thoughts.
ORGANIZATIONAL ROUTINES: (Identify ways that you have intentionally organized time, space, materials, & students
to minimize disruptions and maximize learning.)
- Use the Countdown method – “I want my friends to … by 0”
- Use the raised hand method – “My hand is up…”

SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive behavior is
reinforced, and disruptive behavior is redirected.)
- Affirm the student’s positive behavior with a compliment or a dojo point.
- Use the student’s works for great examples for executing the experiment.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
- The teacher will welcome the students and ask how they enjoyed their breakfast.
 “what did you have for breakfast today? Did you like it?”
 - The teacher will ask the students why people eat breakfast, lunch, dinner.
 “why do you think people eat food like breakfast, lunch, dinner? Is it important?”
 The students will share their understanding of food and it’s importance.
- The teacher will ask the student to think of any other things that are important for you to live.
 “What else is important to have for you to live? Food? Clothes? Water? Etc.
- The teacher will transition this thought of important elements within the lens for plants.
 “How you have raised or grew a plant before?” “Do you have any plants at home or around our house?”
- The teacher will write the core question on the board and begin a list.
 “What do plants need to grow?” – the teacher will ask the students to talk to their elbow partner
 The teacher will ask the students to name one element important for the plant’s growth.
- Most likely using the student’s response of Soil, Sun, and water, the teacher will tell that we are going to create
an experiment on testing what plants need to grow.
Development: [It may help to number your steps with corresponding times.]
- The teacher will begin the experiment by explaining the concept of fair testing.
 “If I wanted to know who is the best jumper in my class, is it fair to test some students on the ground and
others on a trampoline? Or if I want to test who is the fastest person, is it fair to test some students 5
seconds late and others at the right time?
 The teacher will ask the students to explain why both tests are not fair or what should be changed to make
it the test fair.
- The teacher will introduce the 3 elements that will be tested – water, soil, light.
 “How can we test the water, soil, light is important for plant growth, do you have any ideas on how to
make the test fair?”
 The teacher will separate the students into 6 groups of 4 and the students will each have a variable for the
test
Group 1 Group 2 Group 3 Group 4 Group 5 Group 6
Variable Soil O Soil X Soil O Soil O Soil O Soil O
Water O Water O Water O Water X Water O Water O
Light O Light O Light O Light O Light O Light X
 In the 2 pairs of groups, all the variables should be the same with the exceptions of one variable.
 In each group, there are 4 positions
 Recorder/drawer: the student who will take the lead recorders and writes the data on the poster
board. The students wi
 Presenter: the student who will take the lead to present the data
 Checker: the student who will take the lead check on the plants' process
 Set up: The student who will take the lead to set up the experience.
- The teacher will ask the students to write their name on the bottle and write what variable that group is testing.
 i.e. Group 1 Names…, Testing Soil, Date.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
- The teacher will ask the student to access the google doc – premade by the teacher – for the whole group and
ask the students to write 3 things on the google doc
 Group #
 Names of members of the group
 Testing variable.
- After checking the student’s work, the teacher will ask the students to put the computers back.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.

REFLECTION AFTER TEACHING THE LESSON: