Elementary and Early Childhood Education Lesson Plan Template

Name: Lyndsey Hilligoss Date: 03/18/2021

Lesson Plan #: 3
Course: ECE 4402- Teaching Science in Early
Childhood Education

Subject Area(s): Life Science Grade Level/Time Frame: 2/ 35 minutes

Step 1: Learning Context My classroom is set up where students are in groups of either four or five. My teacher
likes students to work in groups so this is the best set up for her and them. There is a
Identify promethean board at the front of the classroom which student desks are pointed
Learners towards. My teacher has flexible seating for her students to utilize during center time.
(Classroo She also has a book corner with stadium seating for students to use. Unfortunately,
m Context) because of COVID we are not allowed to have any fabric located in the classroom
which means no big rugs. My class does not have a lot of technology we have 5
desktop computers and a laptop cart. The laptop cart is the oldest in the building and
normally takes too long to turn on so we cannot use them in an activity.

Learner Number of students in class: 19

Description ● Number of males: 11
● Number of females: 8
Learning Needs Number of Supports,
Students Accommodations,
Modifications
Students w/ IEPs or 504
plans
Students in EIP
English learners
Students in gifted 1 This student is paired
program with another student on
a similar level.
Students with gaps in 1 The student struggles
academic knowledge with reading which is
not present in this
lesson.
Other learning needs
Personal Assets, ● Personal: The students in my class love to draw and this
Cultural, Assets, lesson taps into this as well as their creativity.
Community ● Cultural: Students will be supported to show off birds
Assets (also from their cultures and there will be birds featured from
referred to as around the world.
Funds of ● Community: One of the bird types being referenced is an
Knowledge) eagle and our school mascot is the Eagles.
Step 2: Georgia Standard Write out standards that apply to the lesson. Write the number and
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Identify (s) of Excellence, the statement. Remember to include those that apply to every
Curricular WIDA Standard(s), subject area you are integrating in the lesson.
Priorities etc. (choose 1 science stand and 1 substandard- highlight 1 DCI,
CC, SEP)
S2L1. Obtain, evaluate, and communicate information
about the life cycles of different living organisms.
d. Develop models to illustrate the unique and diverse life
cycles of organisms other than humans,
I want to highlight the differences that can be same in the
same species.
DCI: Life cycles of plants and animals, changes in habitat
affects animals
SEP: obtaining evaluation, and communicating information.
developing and using a model
CC: stability and change
Prior Academic What prior academic knowledge and/or prerequisite skills will
Knowledge and this lesson activate?
Prerequisite Skills Life cycles, characteristics, stability, change
What prior academic knowledge and/or prerequisite skills will
students need for this lesson?
Students will need to know what animals are specifically birds
and be familiar with life cycles. Students will also need a
knowledge of feathers
Overarching Goal, What are the important understandings and/or core concepts that
Big Idea, or you want students to develop?
Essential Students will be looking at birds and how even though they are
Question(s) the same species they can be so different. Students will be able to
predict what birds look like when given one clue.
Can I determine what a bird looks like based on a feather.
Learning This (or these) should support the overarching goal, big idea, or
Objective(s) or essential question(s); should be measurable; should indicate what
Learning students will be able to do at the end of the lesson (These can be
Target(s) written as “I can” statements)
(use language from the standard)
I can determine the life cycle of birds.
I can predict bird characteristics based on their feathers
I can work with my group.
I can determine similarities and differences in birds.

Vocabulary: Includes Vocabulary Language Supports

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 words, phrases and symbols Multiple meaning
used within disciplines. words (if applicable): n/a
● Multiple meaning
words are words and
phrases with subject
Academic n/a
specific meanings that
vocabulary:
differ from meanings
Stability
used in everyday life
Change
(e.g., table, ruler,
Feathers
force)
Characteristics
● General academic
Color
vocabulary used
Texture
across disciplines
Length
(e.g., compare,
Subject-specific n/a
analyze, evaluate)
vocabulary:
● Subject-specific
Life cycles
vocabulary defined
Birds
for use in the
discipline (e.g.,
vowel, numerator,
constitution,
photosynthesis)

Language Supports:
instructional supports that
help students understand and
successfully use the language
function (e.g., sentence
starters, graphic organizers)
Step 3: Assessment Plan
Design
Georgia Performance Corresponding Format of Assessment(s)
Assessment
Standard(s) Learning
Framework
Objective(s) or
Learning
Target(s)
I can
S2L1. Obtain, evaluate, determine the Students will complete their
and communicate life cycle of packets.
information about the life birds.
cycles of different living I can predict
organisms. bird
d. Develop models to characteristics
illustrate the unique and based on their
diverse life cycles of feathers
organisms other than I can work
humans, with my group.
3
 I can
determine
similarities and
differences in
birds.
Type of Assessment Format of Supports, Evaluation
Assessment Accommodations, Criteria
(e.g., quiz, test, Modifications How will
checklist, (Differentiated you know or
KWL chart, Assessments, measure if
performance Culturally the students
task) Relevant have met the
Assessment) learning
objective(s)
or learning
target(s)?
Pre-assessment (if applicable) Students will Students are Students will
participate in a provided with a use this
pre-activity visual and a video. information
simulation that to reflect on
reviews the life the idea that
cycle of birds. birds can be
the same
species but
look so
different.
Formative assessment(s) Their prediction They will Students will
packets physically be able compare
to touch their their
materials and work predictions
collaboratively. and the right
answers.
Summative assessment(s)
(when applicable)
Pre-Assessment Data Summary
Summarize the results of the pre-assessment data and explain how it will drive
your instructional practices.

Step 4: Materials Needed Teacher Resources:

Create https://www.sheppardsoftware.com/scienceforkids/life
Learning _cycle/bird_lifecycle.htm
Activities White board
Smart Board
Worksheet
Powerpoint with the real birds
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 Student Resources:
1 packet for group
5 feathers for their prediction.
Pencils
Markers
Colored pencils.

(cite any worksheets you may be using)

Technology Connection How will you, the teacher, use technology to drive
instruction?
How will the students use technology to enhance their
learning?
I will review bird life cycles with the game. Then I
will show them where their bird feathers came from.
Students will also be going through a nearpod
presentation after they make their predictions.
Connection to the Arts Students will be drawing their perception of the
bird based on a feather.

Supporting Diverse ● I will support my student’s different ways of

Learners thinking by allowing them to create their own
version of the birds based on their feathers.
● Students will use cosmopolitanism because
they are taking the lead on this assignment.
● Students will use competition because each
table will see if they can predict what the real
bird looks like.
● Students decide how much or little predictions

Culturally Responsive
Teaching I will give students bird feathers from all over the
world and from birds that are common in our
community to predict and guess from.

Research and Theory, or I will be using competition to encourage my students

Principles of Child to answer their scientific question and make as close
Development of a bird to the real thing. Students who get the closest
to the real thing will win a prize! Students will also be
using cosmopolitanism because they will be taking the
lead in their groups on what they think the bird looks
like and why. Students will also be participating in
hands on learning that has them actively engaged with
the materials.

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Higher Order Thinking
Questions (HOTQs)
Instructional Strategies and
Learning Tasks
Lesson Closure
Re-teaching, Re-
Engagement, Practice
Hypothesis what the bird will look like based on
the feather. (DOK 3)
Cite Evidence to back up your prediction of the
bird’s habitat. (DOK 3)
Design what you think the bird will look like (DOK
4)
Compare two feathers what do you notice?
(Blooms 4)
Defend your prediction.
This lesson will begin with students reviewing the life
cycle of birds. I will call students up to drag and drop
the corresponding stage of the life cycle in the correct
section. Then we will watch a short video of the bird
evolving. After that I will say “So now that we know
how birds are created, let’s look at how they are
different. “I will let students know they want to be as
accurate as possible because the group who guesses
the most right gets a prize. In their groups they will
be given a bag with 4 feathers. As a table group they
will determine what they think the bird looks like and
where it lives based on the feather. Students will be
looking at the texture, colors, and lengths to make
their predictions. I will be walking around the room
asking students about their predictions and asking
their rationale behind their choices. After giving them
enough time I will go around and ask students what
kind of bird they thought it was. Each table will give
their predictions and I will write them on the board. I
will then show students slides with the correct bird
what it looks like and where it lives. Students will
then write this new information down on the
worksheet and will compare their findings at the end.
Evaluate
I will use the packet to determine if students were able
to create a prediction, write the correct bird, and
compare their prediction to the real thing. Students
will compare their predictions with the actual bird and
see how close they were. The winning team will claim
their prize.
To reteach this I would show students flashcards of
birds. I would show them a photo of a bird and have
the students guess where they thought the bird would
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 live. I could also have students play a bird matching
game.
Extensions Students who are more advanced could be given more
abstract feathers to determine which bird it is.

Optional Reflection Piece

Step 5:
Post- Lesson Implementation (Be sure to address both whole class and small group or
Instruction individual learners)
Reflection ● What went well and why?
● What did not work well and why?
● How did the learning environment and materials work together to support
student learning?
● What improvements and changes would you make if you were to teach the
lesson again and why?
● What did you learn about yourself as a teacher?

Learning Theories/Research Base

● To what degree did the implementation of your lesson utilize the learning
theories that framed your instructional plan? Provide examples from your
experiences teaching the lesson.

Assessment Analysis
● What information about student understanding did you learn from your
assessment(s)? How did the student or student(s) do on the assessment? What
patterns of learning do you see?
● How will you act upon, and will students be able to act upon, the feedback
provided form each assessment strategy used?
● Optional: Use the assessments and create a chart to analyze student learning
across the class. Attach or paste your chart and write a quick summary of what
students learned or potential misunderstandings and how you are drawing these
conclusions.