Teacher Jason Mills Date: 6/1/2020

Candidate:

Cooperating School /
Teacher: District:

Grade: 2nd Grade Field

Supervisor:

Unit / Subject: Science & Health

Lesson Title / Science – Earth Sources

Focus:
Health - Essential Health Concepts

Anticipated 6 – Days
Time Allotted
for Lesson: Day 1: 60 minutes - Engage

(Days & Minutes) Day 2: 60 minutes – Explore

Day 3: 60 minutes – Explain Part A

Day 4: 60 minutes – Explain Part B

Day 5: 60 minutes – Elaborate Part A

Day 6: 60 minutes – Elaborate Part B

Day 7: 60 minutes - Evaluate

PLANNING AND PREPARATION

Content Knowledge
• How was this lesson developed based on your research and knowledge of content and the
discipline?
I chose and researched this lesson plan with my students in mind. The lesson plan will be
learner centered and will have the most positive results with their learning and curiosity
 peaked throughout every example and activity. The student’s prerequisite skills will cover
earth’s natural resources such as the importance of air and water. They will have knowledge
about why it is important to recycle and keep the earth’s natural resources clean. It is
important for the students to understand how the earth resources provide for us to sustain life
on earth.

Learner Differences
• How did this lesson develop as a result of your examination of research and data about
student learning needs?
I developed this lesson with information that all school age children should know. It is
important to know how plants and trees effect our lives every day. The information in this
lesson will be vital for second graders to comprehend how the world works and our places in
it.
• How did this lesson develop as a result of your examination of research and data about
diverse students learn your content/lesson topic?
Including diverse students in my classroom and having diverse students in general is a
beneficial example of how teaching should be done and how diverse students learn. Diverse
students will always be a part of every lesson plan I create.
• How did this lesson develop as a result of your examination of research and data about to
employ culturally sustaining pedagogical strategies?
Including information about plants and trees from other geographical places around the world
will benefit the teacher and the students. This will help the classroom know and understand
more about their classmates and give a strong foundation in guiding their knowledge.
• How did this lesson develop as a result of your examination of research and data about
addressing difficulties students might have and gaps in students’ knowledge?
The lesson plan will carry over from the previous strands and subtopics from the grade
before. Filling in their gaps of knowledge from one grade to the next is what the SOL’s are
for and based on. Filling in students’ gaps of knowledge from one grade to the other is how
students perceive this new information to build bridges of knowledge from one grade to the
next.
• How did this lesson develop as a result of your examination of research and data about
using students’ assets throughout the lesson?
This lesson is based on the 5E method strategy. The students oversaw the own learning
during every lesson. They used the 5E’s to be engaged during the lesson, they were able to
explore their knowledge of the new topic, the students were able to explain to each other on
the topics through research and collaboration, the students were able to elaborate to their
parents what new topics they were learning in school and presenting to the class, the students
were finally evaluated on their comprehension on the final subject by writing sentences to
show their mastery of the subject knowledge they gained from the lesson.
Standards
• Which content, state (VA SOLs), and national (NGSS) standards connect with your
outcomes? List the state, content, and national standard or standards that are being
addressed. (Remember, you must address at least one science and one health VA SOL in
your lesson. Be sure that for each VA SOL listed here that you have a complementary
learning outcome statement in the section below.)

Virginia Standards of Learning:

Earth Resources
2.8 The student will investigate and understand that plants produce oxygen and food, are
a source of useful products, and provide benefits in nature.

c) plants provide oxygen, homes, and food for many animals

Essential Health Concepts

The student will identify the major body systems, healthy food and beverage choices,
emotions, and social skills, and explain how each is connected to personal health.

b) Identify foods that come from plants and animals.

NGSS:
K-LS1 From Molecules to Organisms: Structures and Processes
The students will be able to use observations of what plants need to survive - K-
LS1-1.

K-ESS2 Earth’s Systems

The students will be able to construct an argument supported by evidence for how plants
can change their environment to meet their needs – K-ESS2-2.

Outcomes/Goals
• What will students be expected to know or do as a result of this lesson?
• List all outcomes associated with this lesson. (The student will be able to…)
Science: As a result of this lesson my students will be able to understand how plants are
essential to the environment, the people, and other living organisms to survive.
• The student will know how plants benefit human beings and other living organisms
• The student will know how plants provide oxygen for the environment
• The student will know what plants need to survive
• The student will know what types of plants grow in Virginia
• The student will know what products come from plants
 • The student will know how plants provide homes and food sources for animals
Health: As a result of this lesson students will be able to correctly identify which healthy
foods come from plants and animals.
• Are these learning target(s)/outcome(s) appropriate based on your prior
assessment/knowledge of students’ understandings? Yes
• Are your targets/outcomes observable and measurable? Yes
• What are your essential questions that align with the outcomes?
o How do plants benefit human and animals?
o How do plants provide oxygen?
o What do plants need to survive?
o What type of plants grow in Virginia?
o What type of products come from plants?
o How do plants provide homes and food resources?
o What type of food comes from plants and animals?

Resources and Materials

• What resources and other materials will be incorporated and how will they promote
active learning? Be specific. List all materials and resources needed for the lesson. (This
includes physical materials as well as digital materials and web addresses. Be sure for
your final lesson/unit plans that you attach all necessary supplemental materials needed
(e.g., PowerPoints, worksheets, lab instructions) to carry out the lesson in its entirety.)
• Mason Jars (4)
• Food Coloring (Different colors: red, green, blue, orange)
• Cabbage (4 Leaves)
• Spoons
• Drawing Paper
• Pencils
• Pens
• Crayons
• Markers
• Scissors
• Glue
• Chromebooks
• https://www.youtube.com/watch?v=ygvnPllrQW8
• https://www.youtube.com/watch?v=W_nIWEtj91Y
• https://www.youtube.com/watch?v=_pl96-CDhTE
• https://www.youtube.com/watch?v=Om6bk7yLgjM
• https://www.youtube.com/watch?v=y6JudB6fGbE
Technology
• Does technology enhance the design and delivery of your lesson? Yes
• Does the use of technology promote active learning? Yes
• Be specific. List all technology needed for both students and teacher.
➢ Teacher will provide YouTube Videos at the beginning of lesson for presentation
purposes
➢ Students will use chrome books to access Google and Word

INSTRUCTIONAL DELIVERY

Learning Environment
• How will you support individual and collaborative learning and foster positive interaction
in the classroom?
The students will be using chrome books and use google to look up plants that grow in the
state of Virginia and then they will get together with a partner and write down three plants
that come from the state of Virginia and present to the class.

Introduction/Activating Strategies
• How will you engage learners in the lesson and learning?
I will present the subject to the class at the beginning of the lesson and will ask the students if
they have any knowledge about plants and how they help the world around us.

• How will you launch the lesson? How will you activate prior knowledge? (This is your
Engage phase in the 5E model. Be sure to include all probing questions and explain
your methods in detail here.)
I will launch the lesson by asking the class if they know how plants absorb water? I will then
go right to my discrepant event which will visually show the class how plants absorb water. I
will bring out four mason jars and fill them with water. I will bring out four different food
coloring colors (red, green, blue, and orange). I will ask four students to come up and put a
different color in each jar and mix the food coloring and water together. I will ask another
four students to come up and take a cabbage leaf from the head of cabbage I have brought to
class and have them place one leaf in each glass. I will explain that we will let the cabbage in
the jars set overnight for 24hours. At the beginning of the next day’s lesson we will see by
the colors how the cabbage leaves have absorbed the water and traveled up the veins of the
leaf.
Instructional Strategies
• What learning activities do you have planned for the students?
(You should follow the 5E instructional model. This section should include the Explore,
Explain, and Elaborate phases. Label each of the 5Es explicitly in this section. Also, be
sure to include a variety of teaching strategies (methods). Activities are to be learner-
centered (e.g., solve problems, construct models, design and perform experiments, read
authentic resources, answer open-ended questions, support ideas with evidence,
compose, analyze and interpret maps, draw conclusions.) Include guided process of
learning. Include the opportunities learners will have to expand and solidify their
understanding of the concept and/or apply it to a real-world situation. List any
independent practice activities. Do not forget to include probing questions you want to
./ask students in this section as well!)

Day 1
SMART GOAL: I can understand why we need plants to survive.

Engage:
• First activity will be the Discrepant Event. The event will engage the students in learning
how plants absorb water. The next activity will be for the students to watch the YouTube
video: Why do we need plants? https://www.youtube.com/watch?v=ygvnPllrQW8. After
the students watch the video, we will have a class discussion on the importance of plants
and why we need them.
Day 2
SMART GOAL: I will understand what type of plants grow in Virginia.

Explore:
• I will have the class grab their designated Chromebook for the classroom. I will have
them go Google and type in the search tab – What types of trees grow in Virginia. I will
have the students select three choices of types of trees from their findings. I will have the
students individually draw and color a picture of each tree they have selected and share it
with their desk partner. I will ask the class if they have ever seen these trees at school or
at home or on vacation.
Day 3
SMART GOAL: I can understand how plants make oxygen.

Explain Part A:
• The class and I will discuss the term oxygen. I will ask them if they know what oxygen
is, how oxygen is made, and why oxygen is important to all of us. The class will then
watch the YouTube Video: Oxygen Cycle Explained - Oxygen Facts for Kids -
https://www.youtube.com/watch?v=W_nIWEtj91Y. After the video I will demonstrate a
 picture of the oxygen cycle on the white board. I will then have the students take out a
piece of paper and draw a picture of the oxygen cycle and explain it to their desk
neighbor.

Day 4
SMART GOAL: I can understand what plants need to survive.
Explain Part B:
• I will summarize with the class about why plants are important to us and the I will ask
them the question - What do you think plants need to survive? The class and I will have a
brief discussion on two resources plants need to survive, Water and Sun. I will then have
the class break into their reading groups and brainstorm as a group anymore factors that
will help plants survive. I will have the group write down their ideas on paper.

Day 5
SMART GOAL: I will understand what products come from plants.

Elaborate Part A:
• I will have a box of items that will have an enclosed top. Items in the box will contain
materials that are made from plants. I will have the students take these items home and
with their parents help and research the item and what type of plant the item is made
from. The students will come back to class the next day and present what type of plant
their item is made from.
Day 6
SMART GOAL: I will understand how plants provide homes and food sources for animals.

Elaborate Part B:
• I will discuss with the class how plants provide homes and food sources for animals. I
will ask the class - What type of plant is used to build your house? What type of plant is
used to make a nest? What type of food do plants provide for animals? What type of
healthy foods do animals provide? I will then have the students watch a YouTube Video -
Animals - Food and Shelter - https://www.youtube.com/watch?v=_pl96-CDhTE. The
students will then pick their favorite animal and draw a picture of their animals’ habitat
and what type of food source they will use. The students will share their pictures with the
class.
Closure
• How will you bring closure to the lesson?
We will discuss our health lesson for the weak. What type of healthy foods come from plants
and animals? We will view two YouTube videos:
https://www.youtube.com/watch?v=Om6bk7yLgjM – Food From Plants
https://www.youtube.com/watch?v=y6JudB6fGbE – Plant Parts and Animal Product as Food
 We will discuss our findings in a class discussion and will bring closure to the lesson by
having every student come up in front of the classroom or stand up at their desk and tell us
what their favorite part was of this week’s lesson.

Differentiation
• How will you adjust instruction, including incorporating technology, to meet the needs of
a diverse set of learners? Be sure to specifically the following learners:
o Students with high-incidence disabilities (e.g., autism, ADHD, mild learning
disorders) (What plan do you have for remediation for students who struggle with
the content?)
I can have these students in my class focus on passing out and collecting materials
before and during the lesson. I will let them be in charge or turning the lights on and
off in the classroom. I would give the students extra time answering questions and
completing classroom activities.
o English Language Learners (ELLs) (What strategies can you suggest for these
learners that are specific to this lesson?)
I will research areas of the world where my ELL students are from and find
plants/trees that they can familiarize themselves with from their own country and plan
a lesson around those items. I will have all items through the lesson plan labeled in
English and their native language. This will give my ELL students the opportunity to
fully participate and be active throughout the lesson.
o Gifted Learners (What plan do you have for extension activities to further
advance content knowledge of these students?)
I would have my gifted learners write me two paragraphs on what they think could
have been added to the lesson that would make their knowledge challenged
throughout the lesson. I would have them teach the class the extra related material
they researched that would be relevant to the lesson. This would give my gifted
learners the opportunity to expand their knowledge by creating a presentation on
deforestation and how it can negatively affect the environment.

Assessment
• How will you measure understanding of the outcomes and standards? What artifacts or
student products will be produced as a result of this lesson? (Remember that you should
assess all outcomes/standards that you listed above. How will you know that your
students met the standard? This is the final E, Evaluate, in the 5E instructional model.)

Day 7
SMART GOAL: I will show knowledge and comprehension of lesson plan material
Evaluate:
• My class evaluation will be to have the students to individually write down five sentences
of - Why are plants are important to us? The sentences will be numbered 1 to 5. I will be
looking for examples that the students learned throughout the lesson to verify they
comprehend the material.
• What type(s) of formative and summative assessment tasks/instruments (e.g., test, paper)
and rubrics will be used? (Remember, on assignments where the responses may be
subjective (e.g., projects, papers, experiments), it may be essential to create a rubric for
grading assignments.)
I have used a formative assessment above for classroom knowledge and comprehension of
the students SMART GOALS by having students write five sentences explaining what they
have learned during the lesson, as well as a summative assessment using a rubric below to
gauge the students’ knowledge and comprehension.
PROFESSIONAL LEARNING

Reflection
• How will you evaluate your practice?
Summative Assessment – Analytic Rubric
• Where might/did learners struggle in the lesson?
How plants create oxygen for us to breathe and how plants take in carbon dioxide. The
information may be a little overwhelming for 2nd graders. I will have my students act out the
process of the oxygen cycle. I will have some students represent trees, I will have one student
represent oxygen, I will have students represent humans, plant, and animals, and I will have
one student represent carbon dioxide. We will discuss the oxygen cycle again as we
discussed the oxygen cycle previously in the lesson and the students will act it out for the
class. I will follow this up by asking the students if there are any more questions about how
plants create oxygen for us to breathe and how plants take in carbon dioxide from humans.
• How can the lesson be strengthened for improved student learning?
The subject can be discussed to the students prior to the lesson beginning. An index card can
be given to students before the go home and have them review the information on the index
card before the next lesson
• Did the lesson reflect culturally sustaining pedagogies? If not, how can this be
enhanced?
Cultural pedagogies should always be discussed during lesson planning. Cultural pedagogies
did not take place during this lesson. Other climates and tree types from other parts of the
world can be explained in future lessons.
Lesson Plan Scoring Guide.

Appendix

CAEP Standard 1 Candidate Knowledge, Skills, and Professional Dispositions

Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career- readiness standards.
1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate
progression level(s) in the following categories: the learner and learning; content; instructional
practice; and professional responsibility.
1.2 Providers ensure that candidates use research and evidence to develop an understanding of
the teaching profession and use both to measure their P-12 students’ progress and their own
professional practice.
1.3 Providers ensure that candidates apply content and pedagogical knowledge as reflected in
outcome assessments in response to standards of Specialized Professional Associations (SPA),
the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting
bodies (e.g., National Association of Schools of Music – NASM).
1.4 Providers ensure that candidates demonstrate skills and commitment that afford all P-12
students access to rigorous college- and career-ready standards (e.g., Next Generation Science
Standards, National Career Readiness Certificate, Common Core State Standards).
1.5 Providers ensure that candidates model and apply technology standards as they design,
implement and assess learning experiences to engage students and improve learning; and enrich
professional practice.

InTASC standards:

● Standard #1: Learner Development. The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary individually within
and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
● Standard #2: Learning Differences. The teacher uses understanding of individual
differences and diverse cultures and communities to ensure inclusive learning
environments that enable each learner to meet high standards.
● Standard #3: Learning Environments. The teacher works with others to create
environments that support individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and self-motivation.
● Standard #4: Content Knowledge. The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and creates learning
experiences that make the discipline accessible and meaningful for learners to assure
mastery of the content.
● Standard #5: Application of Content. The teacher understands how to connect concepts
and use differing perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global issues.
● Standard #6: Assessment. The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and to
guide the teacher’s and learner’s decision making.
● Standard #7: Planning for Instruction. The teacher plans instruction that supports every
student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and
the community context.
● Standard #8: Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content
areas and their connections, and to build skills to apply knowledge in meaningful ways.
● Standard #9: Professional Learning and Ethical Practice. The teacher engages in
ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
● Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership
roles and opportunities to take responsibility for student learning and development, to
collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.