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: Continued from the experiment, creating a prediction of the test results, why do
we/scientists predict?
Brief Context: The students will be reading articles on plant growth and
Prerequisite Knowledge/Skills: Basic knowledge of plants, know how to guess
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. Predict the outcomes of their test. 1. Google docs – used to writing down the
2. Listen and apply the story to either revise or predictions.
add to their prediction. 2. Discussion on the process of change of plants.
3. The student’s ability to predict.
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:
Book – How a Seed Grows by Helene J. Jordan, 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.
- Set clear expectation on using the computer and instructs the students to put the devices on sleep mode when
they are not using it.

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…”
- Use clear directed instructions on what must be done – by 0 I want the PC on the shelves and you to be back in
your seat.

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 students as an example to illustrate the assignment’s outcome as well as empower the student.
 always try to use different students that are not usually called for. If the only student is called often, it
might be advised to skip this process.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
- The teacher will welcome the student and ask about the previous lesson.
 “What did we do last class? what were we testing for? How did we make it a fair test?”
- The teacher will ask each group what they are testing and if there have been any interesting outcomes of the
experiment so far.
 The teacher will provide about 3 – 4 mins to talk with their paired group on any development within the
tests.
 The teacher will pass around the classroom and assess the student’s experiments process and check if
there needs to be any revising.
 The teacher will ask the students to share if is any new development between the groups?
- The teacher will then ask the student on the word, “predicting”
 “How anyone heard the word predicting before? When or where do you usually predict somethings? Does
predicting mean it is going to be 100% correct?”
 For the student’s accessibility, the teacher will use the word “guess to help the student’s comprehension of
the word predict.
- The teacher will ask the students about their experience in predicting/guessing.
 “Have you ever guessed or predicted something before? What were you predicting? Was your
prediction/guess correct or incorrect?”
- The teacher will tell the student that we will be predicting the outcome of the result of our test.
Development: [It may help to number your steps with corresponding times.]
- The teacher will ask the main questions of this lesson – “why do science predict on tests?”
 The students we provide their insights on the rationale for predicting science and the teacher will write
them on the board.
- The teacher will explain that scientists predict to better understand the outcome of the test.
 The teacher will say that often scientist predicts test because they think it’s coming to come out in a certain
way, but if it doesn’t, it can help the people think through to make a better test or predictions.
- The teacher will ask the students to create their predictions.
 If the students seem to struggle with this activity, provide them with some prompts such as
 My plants will grow well because…
 My plants will grow not so well because…
 My plants will not grow because…
 My plants will grow some and then stop because…
 The teacher will ask the students to use their knowledge of plants and think about what will happen to the
plants. If the students are truly struggling even with the prompts, then the teacher will state it is ok not to
know the exact reasons but guess on how it will become, it will grow or not grow.
- The teacher will then ask the students, “Do you think scientists make predictions on just their thoughts?” “Is
there anything that can help them make a prediction or a better guess?
 The teacher will explain that often scientists will use previous tests as information for their test. Or science
will read books or another source of information to make better predictions.
- The teacher will read the book How a Seed Grows.
 After the teacher finishes the book, the teacher will ask questions on “how will this book help you make
better predictions? what type of information does it give?”
- The teacher will provide time for the students to change their predictions after hearing the story.
 The teacher will provide about 3 – 5 mins to
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
- The teacher will give some information on testing who can jump higher.
  I am testing Ben and Steven to find out who can jump higher, Ben is 6 feet tall and Steven is 5 feet tall. I
know that usually taller people can jump higher. When Ben and steven play basketball, both of them can
dunk. Who do you think will jump higher? If you have additional questions ask the teacher.
 The teacher will give them about 3 – 5mins to think and ask them who will be a better jumper?

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

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

REFLECTION AFTER TEACHING THE LESSON: