Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Hannah-Rose Mabe Grade-Level: 3 Lesson Date: 2/25/22

Title of Lesson: Structures in Nature Day 2 Cooperating Teacher: Mrs. Hall

Core Components
Subject, Content Area, or Topic
Science- Food chains, producers, consumers, decomposers
Student Population
16 students
7 IEPS
Learning Objectives
I can differentiate a producer, consumer, and decomposer.

Virginia Standard(s) of Learning (SOL)

SCI 3.4.1 Differentiate between producer, consumer, and decomposer. (SOL 3.5a)

Materials/Resources
Structures of Nature Google Slides
Organisms Foldable
Class set of pictures of different organisms

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
Demonstration 30%
X Audio Visual 20%
Reading 10%
Lecture 05%
Safety Considerations
N/A

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 Time
(min.) Process Components
3 min. *Anticipatory Set
Start off by asking students “what do all living things need to survive?” (if students
struggle to answer this question, ask them why all living things need food to survive?)
Affirm students when they say all living things need energy to live.
1 min. *State the Objectives (grade-level terms)
I can differentiate between producers, consumers, and decomposers.

15-20 *Instructional Input, Modeling, or Procedures

min. TTW say “as a class we have already established that all living things need energy to
survive. To see how energy flows through an ecosystem, we use something called a
food chain. *Put up a picture of an aquatic food chain* This is an aquatic food chain.
Who can remind me what aquatic means?” Allow students to answer. TTW ask “what
do you notice about this picture?” TTW explain how the arrows point to the organism
that gets the energy. *Put up a picture of a terrestrial food chain* TTW say “this is a
terrestrial food chain. What does Terrestrial mean? How does the mongoose get
energy? How does the caterpillar get energy?”
TTW say “in our food chains, you got to see a lot of different organisms and where they
got their energy from. Why do you think we need to know where an organism gets it’s
energy from?” Allow students to answer. If a student doesn’t give the answer the
teacher is looking for, explain that scientists classify (or group) organisms based on
how they get their energy.” Tell the students we will be making an Organisms Foldable
today.
TTW display the word producer and ask students what they know about the word
guiding them to the word produce and asking what it means. TTW show some pictures
of producers without saying what they are. Ask how they think the organisms in these
pictures get their energy. Based on previous class conversations, students should
remember that plants make their own food. This is what it means to be a producer.
Have students fill out the first flap of their foldable. They will write the definition of
producer on the inside flap and draw an example of a producer.
TTW display the word consumer and ask students what they know about the word
guiding them to the word consume and asking what it means. TTW show some pictures
of consumers without saying what they are and asking students what these animals eat.
Talk about the three different types of consumers (herbivores, carnivores, and
omnivores). Students will write down the definition of consumer, the definition of each
type, and draw a quick picture to on the inside of the consumer flap of their foldable.
TTW display the word decomposer and ask students what they know about the word
guiding them to the word decompose and asking what it means. The teacher will show
some pictures of decomposers without saying what they are. The students will work to
come up with the definition of decomposer and write it on the inside flap of their
foldable. They will also draw a picture of a decomposer in their foldable.
- *Check for Understanding
Check for understanding will occur throughout the anticipator set and the instructional
input/guided practice by asking the students a variety of questions and having them
answer. The questions are 1) what do all living things need to survive? 2) What does
aquatic mean? What do you notice about this food chain? 3) What does terrestrial
mean? What do you notice about this food chain? 4) Why is it important to know where
an organism gets its energy from? 5) What do you know about this word (produce,
consume, decompose)?
The last check for understanding will happen as students do their independent practice
where they receive a picture and have to tell the class what type of organism it is
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 (producer, consumer, or decomposer) and why.
- *Guided Practice
The students’ guided practice is accomplished through the foldable they create. This is
done at the same time as the instructional input.
5-10 *Independent Practice
min. The teacher will ask the student with the teacher assistant job to come and pass out one
picture to each student in the class. Ask each student to look at their picture and think
about what organism they have and why they think it is that organism. Each student will
stand up and show they class their picture. The student will state what organism it is and
why. If the class agrees they will give a thumbs up. If they disagree, they will give a
thumbs down and they need to explain why they disagree.
- Assessment
TTW use the independent practice to do an informal assessment of students
understanding of the lesson and objective.
2 min. *Closure
TSW review the learning target and define each vocabulary word- producer, consumer,
decomposer.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).
A variety of learning styles are appealed to in this lesson. Auditory and verbal learners are
engaged through hearing the teacher and their peers discuss the learning topics. Verbal learners
are given the opportunity to explain their thinking at the beginning and end of the lesson. Visual
learners are engaged through the pictures throughout the lesson and the foldable. Kinesthetic
learners are engaged through the creation of the foldable.
Classroom Management Strategies (To ensure a positive learning environment).
During the lesson, the teacher will use positive noticing to thank students for appropriate class
behavior. If a student is doing an excellent job of staying on task and following directions, they
can earn eagle bucks for appropriate classroom behavior. TTW use the student with the teacher
assistant job to pass out supplies/foldables to the students.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).
This lesson went very well. The kids had lots of good discussions, especially when it came to
looking at each word and trying to figure out how that word related to groups of organisms and
where their energy comes from. I was worried this would be too hard for them, but they did well.
Based on their conversations throughout the lesson, and each students classifying the organism
in their picture and explaining their thinking they have meet the objective.

*Denotes Madeline Hunter lesson plan elements.

Pictures used for independent activity

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
      

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021