MSP Daily Lesson Plan Template

Intended for use across MS Pathway Credential Program Courses.

Candidate Name: Riley Duff Date/Time: November 8, 2021 1:00

rd
Grade Level: 3 Content Area: Science Estimated Lesson Length: 1 hour
Setting (choose one): (X) whole class ( ) small group ( ) Individual
Co-Taught Lesson: ( ) yes (X) no Co-Taught Strategy Used (if applicable): ______________________________

MAIN CONCEPT/BIG IDEA (Essential understanding you expect students to retain as a result of this
lesson.)
Students will learn about what makes an organism more or less likely to survive. When organisms
meet their needs, obtaining food and water and avoiding predators, they are more likely to survive.
RATIONALE (Why is this concept and/or skill important for students to learn/be able to do?)
It is important for students to understand what it means for something to be more or less likely to
happen. It is important for students to understand what an organism needs to survive because this
lays the foundation for ideas about food chains and webs, adaptations, evolution, and more.
STANDARDS (Use this link to access the Standards across all content areas. Include a content standard
and an ELD standard.)
3LS2.C: Ecosystem Dynamics, Functioning, and Resilience
- When the environment changes in ways that affect a place’s physical characteristics,
temperature, or availability of resources, some organisms survive and reproduce, others move
to new locations, yet others move into the transformed environment, and some die.

ELD.PI.3.12.Br: Use a wide variety of general academic and domain-specific words, synonyms,
antonyms, and non-literal language to create an effect, precision, and shades of meaning while
speaking and writing.

OBJECTIVE/S (Students will be able to ……What will students do to demonstrate achievement of

content?) Webb’s Depth of Knowledge Resource Page
Students will be able to explain what an organism needs to have the highest chance of survival in an
environment by participating in “The Survival Model” activity and engaging in discussions with their
peers.
ASSESSMENTS (How will you know students met the learning objective? How will you assess student
learning during the instructional sequence? How will students self-assess?)
Summative:
Students will answer the question “Why were the red squirrels more likely to survive in environment
1 and less likely to survive in environment 2?” independently in complete sentences.
Formative:
Throughout lesson, students will verbally answer questions about topics including populations,
predators, organisms and needs for survival. Students will participate in discussions in small group
and whole class settings.
ACADEMIC LANGUAGE DEMAND (A brief narrative that visualizes how students will participate in
this lesson. What are students being asked to do in this lesson, and how are they using language to
accomplish that? How will students collaborate for meaningful interaction, interpret and/or spoken
text, and produce evidence of their learning? Consider all domains of language: reading, writing,
listening, and speaking.)
Listening: Students will listen to the directions for the game. They will also listen to the ideas of their
peers during discussions.
Speaking: Students will share ideas verbally with their peers when prompted with questions about
why organisms are more or less likely to survive. Students will share hypotheses and conjectures.
Reading: Students will read the directions for the game. Students will read the data scores of the
other students in the class.
Writing: Students will independently write the answer to the question “why might an organism be
less likely to survive in an environment?” They will also write a reflection about what they learned in
the lesson.
CONTENT VOCABULARY (List the key vocabulary and/or phrases students need to understand in
order to have access to the content.)
Organism
Predator
Population
Survival
Reproduce
Model
Data
STRATEGIES/TECHNIQUES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT (Given the
identified academic language demands, how is this lesson being adapted? How is it being scaffolded for
the targeted language proficiency level of your students? List strategies for supporting students’ use of
academic language such as word walls, sentence frames, realia, pictures, go kinetic, choral response,
etc.)
Students’ academic language development will be supported in this lesson plan with the use of
sentence frames, vocabulary review, posted vocabulary terms, kinesthetic representation of science
concepts and whole class and small group discussions.
LEARNER ASSETS and FUNDS OF KNOWLEDGE (What assets do students bring to the classroom, e.g.,
diversity of thought, culture, and traits? What cognitive and cultural resources do students bring to the
classroom? How can these be used to develop skill and/or concept development in this lesson?) Funds of
Knowledge Resource Page
Students have experiences with the survival of living things when they take care of pets at home.
Students also have experiences with board games that they bring into the classroom. Students have
learned how to take turns and be team players on sprots teams and extracurricular activities.
STRATEGIES FOR ENGLISH LANGUAGE LEARNERS (Which SDAIE strategies will you use? Include
mention of resources, materials, and/or use of educational technology.) Teaching Strategies for English
Language Learners)
SDAIE strategies:
- A large amount of interactions with other students
- A low-stress environment for language performance
- Opportunities to demonstrate language comprehension through physical expression
Students will be presented with directions both verbally and in writing
Students will interact with physical resources
Students will have the opportunity to make connections to background knowledge
STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS (List accommodations and/or modifications
specified in IEPs, 504 Plans, etc. Include mention of resources, materials, and/or use of educational
technology.)
-Students will be partnered strategically to leverage strengths
-Information will be in writing and read aloud to the whole class
-Students will sit close to the board if specified in their IEP or 504 plans
TASK ANALYSIS (What should students already know and/or be able to do BEFORE engaging in this
lesson?)
What students should already know and/or be able to do. What misunderstandings or alternate conceptions do you
expect students might have?
In this science unit, students have learned what
an organism is and they have learned that all Students may have misunderstandings about
organisms have specific needs that their why one environment may not be as well suited
environment needs to provide in order for them for an organism compared to another. Students
to survive. Students are familiar with the terms; may also have alternate conceptions about what
survival, organism, and population. it means for something to be more or less likely to
happen.
INSTRUCTIONAL SEQUENCE: (The components in the instructional sequence should be written as
explicitly described steps that clearly communicate the actions taken. Anyone reading through the steps
in the instructional sequence, such as a substitute teacher, should be able to execute the lesson smoothly,
including facilitating the transitions between components and applying formative assessments. The
instructional sequence should align to a direct or indirect instruction format and may be specific to the
content area selected for the lesson. Consider UDL in the planning of the instructional sequence.)
Introduction: (How will you introduce the objective and rationale of your lesson? How will you “hook”
them?)
What is the teacher doing? What questions are being asked? What are the students doing? Considerations: learning
What strategies are being applied? activities, use of educational technology, instructional
strategies, academic language development,
Ask questions that review topics we have learned accommodations, modifications, UDL, grouping, etc.)
about previously. Such as, define the word
organism, survival, population, etc. Give an Students will participate in whole class
example of an organism/ population. What do discussions by verbally answering questions and
organisms need to survive? UDL 2.1 sharing ideas and connections with the whole
class by raising their hands to be called on.
Introduce the activity and learning goals. Today Students will use academic language in their
you will play a game in partners that models how answers.
organisms survive in different environments. By
the end of the lesson, you will be able to explain Students will independently answer the question
why an organism is more or less likely to survive on the first page of your worksheet, “why might
in a specific environment. an organism be less likely to survive in an
environment?” They will write in complete
Ask: What does it mean for something to be more sentences and use academic language
or less likely? UDL 3.1 throughout.

Based on what we have talked about so far, I Students can choose to use the sentence frame
want you to answer the question on the first page provided. They may also use their word reference
of your worksheet. “Why might an organism be book for spelling if they need to. UDL5.3
less likely to survive in an environment?” Answer
this question on your own in complete sentences. Students will draw a picture of their ideas when
When you are finished, draw a picture that they are finished.
represents your ideas.
Lesson Sequence: (How will you engage prior learning? How will you demonstrate or model skills,
strategies, or required understanding? What group and/or individual practice might be embedded?
How might students explore the topic, make sense of observations, and apply knowledge to other
situations? How will you check for understanding/formatively assess throughout the sequence? How
might students self-assess?)
What is the teacher doing? What questions are being asked? What are the students doing? Considerations: learning
What strategies are being applied? activities, use of educational technology, instructional
strategies, academic language development,
I will explain and model how to play the game. accommodations, modifications, UDL, grouping, etc.)
UDL 4.2 I will ask students questions throughout
my explanation to make sure they are paying Students will actively listen to the instructions for
attention. We will review what each game piece the activity. They will ask and answer questions
represents and how it connects to our topic of when called on.
environment and survival. UDL 2.1
I will release students to begin with the
environment 1 game board. When students are
finished, they will be given the environment 2
game board.
When all pairs are finished, I will bring the class
back together.
We will discuss the concept of data.
In partners, students will begin the survival
model activity with environment 1. When they
have completed 5 rounds in environment 1, they
will record their ending population total. Then
they will do the survival model activity with
environment 2. They will record their ending
population total for environment 2. UDL 3.3
Students will participate in a whole class
discussion by raising their hands to share ideas.

As a class, we will use the online data tool to

record the ending populations of each pair for
each environment. The data tool will create a
graph that shows how our class population of
squirrels changes depending on the environment
they are in. UDL 5.2

We will discuss the vocabulary word reproduce.

We will discuss the differences in the three bars

of the table. I will ask students, “what do you
notice…?” and “why do you think…?” questions
about our data set.

Were the red squirrels more likely to survive in

environment 1 or 2? UDL 3.4
Closure: (How will students revisit and review what they learned during the lesson, such as paraphrase,
whip around, summary paragraph, numbered heads together, sentence frames, the three W’s of what,
why and how, etc.? How might you connect this lesson to a subsequent lesson?)
What is the teacher doing? What questions are being asked? What are the students doing? Considerations: learning
What strategies are being applied? activities, use of educational technology, instructional
strategies, academic language development,
After discussing which environment the squirrels accommodations, modifications, UDL, grouping, etc.)
were more likely to survive in, I will prompt
students to think about why. Students will Students will complete the summative
answer the question “Why were the red squirrels assessment question independently on the last
more likely to survive in environment 1 and less page of their worksheet packet. Students can
likely to survive in environment 2?” choose to use the sentence frame provided. They
independently in complete sentences on their may also use their word reference book for
worksheets. UDL 3.4 spelling if they need to. UDL 5.3

In the next lesson, we are going to revisit the

snail population that we discussed at the
beginning of this unit for you to apply your new
ideas.
CONTENT EXTENSIONS (How will you challenge students who finish early? How will you meet the
needs of students who are identified as GATE or need an extra challenge?)
Students who finish early could be given the opportunity to research the red squirrel and eagle owl
on their own chrome books and write a list of facts that they learn.
CONTENT INTEGRATION (How could you connect your lesson to other content areas?)
This lesson could be integrated into math curriculum. Students could learn about the different ways
to represent and record data. Students could also make connections about how to calculate measures
of center like mode, mean, and median. Students could also practice the math concepts of estimating
and rounding in this lesson.
SOURCES (Cite all sources used in planning and implementing this lesson. List sources in APA format.)
Amplify Science Curriculum
MATERIALS AND SUPPLIES NEEDED
Amplify Science Curriculum
2 Environment Game Cards for each pair of students
1 Die for each pair of students
2 Game pieces for each pair of students
One worksheet packet for each student
PERSONAL TEACHING FOCUS (List the area(s) you want your university supervisor to focus on during
the observation.)
My personal teaching focus for this lesson is making sure I time the lesson well and encouraging all
students to stay on task during the group activity.