Ued 496 Flannagan Elizabeth Lesson Plan 5

This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.
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Level II - Teacher Ed Lesson Plan Template (UED Courses)
Teacher (Candidate): Elizabeth Flannagan Grade-Level: 1st Lesson Date: 03/27/23
Title of Lesson: Seasons Cooperating Teacher:
Core Components
Subject, Content Area, or Topic
Science
Student Population
Private School
22 Students
10 Boys
12 Girls
Learning Objectives
The students will be able to:
- “Explain, using the Bible, that the seasons exist because God designed it
- Identify the attributes of spring and winter” (BJU Press 2015)
Virginia Standard(s) of Learning (SOL)

(Atlantic Shores does not have their own science curriculum)
“1.7 The student will investigate and understand that there are weather and seasonal changes:
there are relationships between daily weather and the season” (VDOE First Grade Science SOL
1.7).
VDOE Technology Standards
English Language Proficiency Standards (WIDA Standards)
Materials/Resources
Projector
Science Textbook
BrainPOP Video on Winter (https://www.youtube.com/watch?v=M2351MGzB60)
Science Worksheet (A Time for Everything)
Temperature Worksheet
Whiteboard
markers
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
X 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%
X Demonstration 30%
X Audio Visual 20%
X Reading 10%
Lecture 05%
Safety Considerations
None
Time
(min.) Process Components
3 min *Anticipatory Set
TTW open the lesson by playing game of “Hot Seat:”
- One Student is chosen to sit in the front of the class.
- TS is given a topic by TT, the topic pertaining to either the rotation of the earth, the
tilt of the earth, or the four seasons (spring, summer, fall or winter).
- TSW then ask a series of questions to guess what the topic is:
 Does it have to do with the earth of is it on the earth?
 Do we experience it?
 Can we see it?
 Can we feel it?
- TSW and TTW continue with the game for five minutes before transitioning to
learning about winter and spring.
1 min *State the Objectives (grade-level terms)
I can explain that the seasons exist because God created them.
I can explain the difference between winter and spring.
10 *Instructional Input, Modeling, or Procedures
min - TSW get out their science textbook and turn to pages 153.
- TTW ask for a volunteer to read the page.
- TTW ask a series of questions about the reading:
 Who created the seasons?
 What is a cycle?
 Put the season into order (spring, summer, fall, winter)
 Looking at the picture, names the seasons the pictures are showing.
 Do all the seasons happen at the same time around the world?
- TSW turn the page to 154.
- TTW show a Brain POP on winter (https://www.youtube.com/watch?
v=M2351MGzB60).
- TTW ask for a volunteer to read the page.
- TTW ask a series of questions about the page:

We are going to do see, think, wonder: “Looking at the picture on page
154” (BJU Press 2015), what do you see? What do you think is happening?
What do you wonder?
 What is the next season after winter?
 Spring is also good for doing what?
- TTW ask for a volunteer to read page 155.
- TTW ask a series of questions about the page:
 What do you see on the page?
 What do you wonder while looking at the page?
 What do you think about while looking at the page?
 Let’s do the quick check: “Why is the temperature the coldest during the
winter?”
- TTW continue having volunteers to read for both pages 156-157, which is about
spring.
- TSW continue to answer questions about spring:
 When does spring begin?
 What happens during spring?
 Does it rain a lot during the springtime?
 Is it colder or warmer during the springtime?
- TTW have TS stand up to play a game of run to the board.
6 min *Check for Understanding
- TTW ask a series of questions for the game run to the board:
 What month does spring begin?
 What month does winter begin?
 Which month has cold weather?
 Which month has warm weather?
 What causes the seasons?
- TSW go back to their seats.
- TTW hand out the Science worksheet “A Time for Everything”
7 min *Guided Practice
- TTW project the science worksheet on the board.
- TTW go over the different rows (Spring and winter) with TS.
- TSW stand up and pair up and work with another student.
- TSW complete the rows and keep the worksheet in their unfinish work folder.
- TTW hand out a temperature worksheet to TS.
- TTW go over the temperature worksheet on the board with the projector.
- TTW walk through the worksheet and TSW complete the worksheet together.
- TSW complete their worksheet and turn it in.
6 min *Independent Practice

- TTW two review questions on the board.
- TSW get out their whiteboard and markers and answer the questions:
 Which season come first, spring or winter?
 Which season is the coldest? The warmest?
- TSW answer the question and turn their whiteboard over.
- TTW say, “Whiteboard wipeout.”
- TSW hold up their board and TTW go over the correct answers:
 God
 Spring (Or winter depending on the order TS put them in)
 Winter, Spring
(This can also be used as an informal assessment to check students understanding of the
material)
6 min Assessment
(Independent Practice)
- TTW ask the students a series of questions for whiteboard wipe out and will write
down anecdotal notes on any misconceptions TS have on the winter and spring
season topic.
4 min *Closure
- TTW close the lesson by going over the characteristics of winter and spring.
- TTW go over the next lesson, which is autumn and summer.
TTW transition to dismissal.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

TTW differentiates based on the partners TSW work with on their worksheet.
TTW differentiate TS who are competing against each other when playing the game: race to the
board.
TTW differentiate based on the different questions asked to TS during the games and the reviews
of the lessons.
Classroom Management Strategies (To ensure a positive learning environment).
TTW use call and responses to get students attention: Waterfall, If you can here me, Copy Ms. Flannagan, Simon Says
TTW use positive incentives to help keep students focus: Stickers, star student, etc.
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).
*Denotes Madeline Hunter lesson plan elements.
Candidate Signature Cooperating Teacher Signature Date
Signatures indicate the candidate presented the lesson for cooperating teacher review and input.
Seven areas are effective when it comes to teaching a lesson in an elementary
classroom; content knowledge of interdisciplinary curriculum, student-centered and
differentiated instruction, student IEP or ELL needs, developmentally
appropriate instruction, culturally responsive teaching, integration of technology and media
resources, and finally, classroom and behavior management. These areas are important when it
comes to teaching because it allows teachers to teach the content needed for the students effectively.
The first area that will be examined is interdisciplinary instruction content knowledge.
Content Knowledge of Interdisciplinary Instruction
While this lesson is a science lesson, it integrates English as well. According to Okhee Lee,
"There are different strategies teachers use in the classroom to teach their students effectively.
Literacy development involves a range of abilities beyond speaking, listening, reading, and writing.
Literacy involves learning to think and reason and viewing and visually representing pictorial,
graphic, and textual communication of ideas and information." (Lee 2015)
While this is a science lesson plan, it also integrates English. Throughout the lesson, the
students write information on their whiteboards or the class whiteboard. They communicate with
their partners while working on their worksheets. They are answering questions. Integrating Science
and English works well because students are learning about their environment or the seasons and
working on the skills they need to be effective students in and outside of the classroom.
The student gets a chance to hone their writing skills and make sure their writing is legible
and makes sense when read. They also get to work on their communication skills and oral skills.
This is important for students who have an ELL because not only do they have to learn about the
information they need from the curriculum, but they also have to learn the English language. While
this lesson plan combines both science and English, another area that this lesson plan heavily
focuses on is differentiated instruction and being student-centered.

Student-Centered and Differentiated Instruction
According to Spencer,
"65 percent of the general public are visual learners…Studies have shown that the brain can
process images and videos 60,000 times faster than text…People retain 80 percent of what they see,
compared to 20 percent of what they read and only 10 percent of what they hear." (Spencer 2018).
Teaching differentiated instruction has become important because not every student learns the
same.
There are a few things to remember for a lesson plan to be student-centered. One is how the
lesson allows my students to grow in their understanding of what is being taught. Does the lesson
challenge them? This lesson does both. Students already have background knowledge of the season,
either from seeing pictures or from experience. This lesson takes the background knowledge and
expands on it.
This lesson is heavily student-centered by having the students answer questions through
games. During student teaching, I have learned that students love to be active in the classroom and
play games. When they play different review games, such as Race to the Board or whiteboard
wipeout, they tend to retain the information they have learned better than if they were asked a series
of questions for a short time.
This lesson differentiates based on students' readiness for the science lesson about seasons
and having the students show and use the "products" (Mills, 2019) that they have learned in the
classroom. While differentiation is important in the classroom, another important factor to consider
is those with IEP or ELL needs.
Student IEP or ELL Needs
This lesson took place during my second placement, where a student had an ELL need.
Okhee Lee states, "Effective science teachers recognize Ells' varying levels of language proficiency
and adjust their interactions with students accordingly, for example, using clearer enunciation or
longer periods of wait time." (Lee 2015). ELL students are doing extra work when inside the
classroom. They have to learn the information they need when they head toward the next grade
level, but they are also learning English.
This lesson seeks to do both. Not only is the teacher asking questions about the different
seasons and their names and reiterating why the seasons are important, but they do so in a way that
makes learning the information fun and easy. ELLs are encouraged to answer the questions being
asked. They are encouraged by the different games as well. Not only are they encouraged, but it
also gives them a chance to practice English in the classroom. The race to the board game has both
students saying the answer and writing it. It allows ELL learners to practice writing English and
speaking orally in English. Another important factor in teaching this lesson is whether it is
developmentally-appropriate instruction for students.
Developmentally-Appropriate Instruction
A lesson developed around appropriate instruction is important in the classroom. According
to PennState Extension, there are questions asked by teachers as they develop these types of lessons,
"What do you expect the student to do? What are the students interested in? How can I build off of
what the students already know how to do?" (Better Kid Care (PennState). There are many more
questions asked, but these are the three that are the most important.
This lesson is built around the student's already preexisting knowledge of seasons and builds
on their knowledge. Students already have a concept of the different seasons if their
guardians/parents spoke about it at home or if they have experienced them themselves. It allows the
students to explore the different seasons by video or through their textbook with pictures. While
learning about the seasons is not the most engaging topic, this lesson takes it and turns to learn the
seasons into a game. Students respond better to information if it is a game. During this lesson, most
of the questions asked were game-style questions. Teachers must remember that instruction
revolves around teaching the material and ensuring students understand it. That is why, during this
lesson, many of the questions are repeated. It is important that the students both understand the
different seasons and that they know why the seasons were created. Alongside developing
appropriate instruction, the teacher must be culturally responsive.
Culturally-Responsive Teaching
According to Will, "Culturally-Responsive teaching means using students' customs,
characteristics, experience, and perspectives as tools for better classroom instruction." (Will, 2023).
It is important to remember where your students come from, teachers. For this lesson, I had a video
integrated that explained what winter was for those who come from a background where they might
not have seen snow.
This lesson also uses a worksheet to help students learn the difference between Fahrenheit
and Celsius. While students have seen a thermometer, many probably have never heard the proper
scientific names for them, which is why the worksheet was incorporated. It allows the students to
learn the names and their symbols. Besides having culturally responsive teaching in the lesson, it is
also important to integrate technology and media.
Integration of Technology and Media Resources for Instruction, Classroom Organization, and
Student Learning
According to Drexel University, "Integration of technology in education refers to the use of
technology to enhance the student learning experience." (School of Education) In today's society,
technology plays a big role inside and outside the classroom. Students either have their laptops, or
they have their cell phones. Many schools use Smartboards or Chromebooks in the classroom. As a
teacher, adapting the lesson to fit the technology standards in today's society and the classroom is
important.
This lesson integrates technology in the classroom through video media. Knowing that there
could be students who have never experienced snow before, it is important that they at least know
what snow looks like. The video used is a BrainPOP video, which is not only just a fun way to
cooperate learning with jokes or a funny skit, but it is also educational because it explains why
winter is the way it is or why winter is important. It also allows for different perspectives. Since this
lesson was taught at a Private school, it is important that the students see different sides or that they
are taught two different ideas rather than teaching one idea. While integrating technology is
important, classroom and behavior management is the final piece that is just as important.
Classroom and Behavior Management
PowerSchool states, "Having effective behavior management will make a big impact on
your classroom. One way is through rewards or having a reward system." (Powerschool.com).
During student teaching, having physical incentives students can see encourages them much more
than following something they cannot see. During the lesson, I used a strategy I created called the
sticker market. As students answered questions or followed the classroom rules, they got a sticker.
A certain number of stickers allows them to win a reward, such as a prize from the prize bucket,
online school games, etc.
Another behavior management piece that I have adapted from the classroom is by having
team points. During games like race to the board or family feud, I would tally up the points students
earned by answering questions correctly. A certain number of points and their team would win, or
whoever got the most points won the game.
It is important that teachers also have a discipline system in place to manage the behavior
pieces in the classroom. I have a back table in my classroom that I would use if I had to talk to a
student one on one. The students have learned that if I tell them to go to the back table, we will
discuss how they should act in the classroom.

This lesson uses class and responses and active calls and responses for classroom
management. An active call and response are when the teacher does an action, and the students
copy the teacher. It is a take on "Simon Says." Usually, the students will start with their hands in the
air and then work their way until they are quiet and at their sides. Another example of a call and
response is the use of a Waterfall. When the teacher says waterfall, the students will respond with
"shhh," allowing them to quiet down for the teacher to give instructions.
These components are important when teaching effectively in the classroom and engaging
students. There is not just one component that is important and is shown in this lesson plan. All of
these components are shown as examples in this lesson plan. The lesson would be effective and
engaging for the students with one piece.
Resources
Applying developmentally appropriate practice (Better Kid Care). Better Kid Care (Penn State
Extension). (n.d.). Retrieved April 8, 2023, from
https://extension.psu.edu/programs/betterkidcare/early-care/tip-pages/all/applying-
developmentally-appropriate-practice
How to integrate technology in the classroom. School of Education. (n.d.). Retrieved April 8, 2023,
from https://drexel.edu/soe/resources/student-teaching/advice/how-to-use-technology-in-the-
classroom/
Lee, O., & Buxton, C. A. (2013). Integrating science and English proficiency for English language
learners. Theory Into Practice, 52(1), 36–42. https://doi.org/10.1080/07351690.2013.743772
Powerschool.com. (n.d.). Retrieved April 8, 2023, from https://www.powerschool.com/blog/10-

behavior-management-ideas-as-a-guide-for-your-classroom/
Spencer, E. (2018, November 6). How to work best with the 4 different types of learners. Work Life
by Atlassian. Retrieved April 8, 2023, from https://www.atlassian.com/blog/teamwork/how-
to-work-4-different-learning-types#:~:text=Research%20has%20found%20that%2065,in
%20order%20to%20retain%20it.
Submitted by Robin Mills (not verified) on March 23, Submitted by Robin (not verified) on March
7, Submitted by Anonymous (not verified) on February 8, Submitted by VFleming (not
verified) on February 6, Submitted by Natasha Young (not verified) on January 31, Submitted
by Jared Eure Sr (not verified) on January 22, Submitted by Amy Martin (not verified) on
December 12, Submitted by Maggie Heelan (not verified) on November 28, Submitted by
Renee (not verified) on November 28, Submitted by Rajendra kunwar (not verified) on June
16, Submitted by Lynn High (not verified) on August 15, Submitted by Phansy (not verified)
on August 8, Submitted by Pamela DeSpain (not verified) on April 27, Submitted by Julia
(not verified) on February 11, Submitted by Joy (not verified) on January 18, Submitted by
Major Tom (not verified) on January 17, Submitted by Martha (not verified) on November 17,
Submitted by R Harris (not verified) on October 4, Submitted by Riga Minhaj AIC (not
verified) on July 5, … Submitted by Anonymous (not verified) on June 30. (2019, September
25). What is differentiated instruction? Reading Rockets. Retrieved April 8, 2023, from
https://www.readingrockets.org/article/what-differentiated-instruction
Will, M., & Najarro, I. (2023, March 24). What is culturally responsive teaching? Education Week.
Retrieved April 8, 2023, from https://www.edweek.org/teaching-learning/culturally-
responsive-teaching-culturally-responsive-pedagogy/2022/04

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This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

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

Teacher (Candidate): Elizabeth Flannagan Grade-Level: 1st Lesson Date: 03/27/23

Title of Lesson: Seasons Cooperating Teacher:

Virginia Standard(s) of Learning (SOL)

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

X Cooperative Learning 23%

6 min *Independent Practice

TTW transition to dismissal.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Seven areas are effective when it comes to teaching a lesson in an elementary

classroom; content knowledge of interdisciplinary curriculum, student-centered and

differentiated instruction, student IEP or ELL needs, developmentally

appropriate instruction, culturally responsive teaching, integration of technology and media

Content Knowledge of Interdisciplinary Instruction

graphic, and textual communication of ideas and information." (Lee 2015)

focuses on is differentiated instruction and being student-centered.

Student-Centered and Differentiated Instruction

of questions for a short time.

is those with IEP or ELL needs.

Student IEP or ELL Needs

level, but they are also learning English.

developmentally-appropriate instruction for students.

A lesson developed around appropriate instruction is important in the classroom. According

appropriate instruction, the teacher must be culturally responsive.

According to Will, "Culturally-Responsive teaching means using students' customs,

not have seen snow.

also important to integrate technology and media.

According to Drexel University, "Integration of technology in education refers to the use of

Classroom and Behavior Management

online school games, etc.

whoever got the most points won the game.

discuss how they should act in the classroom.

engaging for the students with one piece.

Powerschool.com. (n.d.). Retrieved April 8, 2023, from https://www.powerschool.com/blog/10-

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