Contextual Information

Name

Big Idea: Grade: Date: 3/23 10:25-11: Lesson: 4

Classification Fifth 08

Resource Link:

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Whole Group Content: English Language apply to your classroom:
Science Learners: Flexible environment
Integrated with… Flexible scheduling
Flexible seating
Bilingual assistance
Approved dictionary/glossary
Reading text aloud

Standard: (BEST/ FL Sci./ NGSS/ FL SS)

SC.5.L.14.2: Compare and contrast the function of organs and other physical structures of plants and
animals, including humans, for example: some animals have skeletons for support -- some with internal
skeletons others with exoskeletons -- while some plants have stems for support.
SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants that enable them to survive in
different environments such as life cycles variations, animal behaviors and physical characteristics.
SC.5.L.15.1: Describe how, when the environment changes, differences between individuals allow some plants and
animals to survive and reproduce while others die or move to new locations.

Learning Trajectory:
Previous Standard: Write code and full text:
SC.5.L.14.1: Identify the organs in the human body and describe their functions, including the skin, brain, heart,
lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory
organs.
Next Standard: Write code and full text:

Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or
IPT) is required on ALL lesson plans. Examples of diagnostic data include Lexile levels, Unit Assessments,
I-Ready, etc.
Copy of Hutchi Class Data

Lesson Planning

Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.
- I am learning about the way that plants are classified and how they reproduce.
By the end of the lesson, the students will…
Learning Target:
- Create a flow chart of different types of plants

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 & Select your materials and technology. Then, include a copy of print or
Intermediate for 3-5 Kids.Wordsmyth teacher made material and/or hyperlink to any digital materials in the
Adaptation space provided.
Behavior
Classify Teacher selected read aloud: Title: Benchmark book:
Characteristic Paper, pencil, markers, crayons
Organism
Teacher created materials
Herbivore
Teacher-made sample of activity/project
Carnivore
Omnivore
Teacher-made sample of activity/project
Invertebrate Teacher-made sample of activity/project
Vertebrate ipad/computer
Pistil Graphic organizer: None _______
Stamen Assessment: _____
Fertilization
Science supplies (list)
Germination
Pollinate
Organs of the human body worksheet
Spore Human body powerpoint

Introduction/Building Background: 1 min.

1. Greeting:
a. New unit!
b. You all did very well on your science test on Friday
2. Hook: How will you introduce the lesson, assess, or activate prior knowledge & motivate
students to learn?
a. We are going to jump into how plants are classified
3. Prior Knowledge: Connect this lesson to previous learning.
a. We will be using our new vocabulary to classify 2 types of plants

Instructional Steps (allotted time): Pacing

1. Introduce:
a. Pass out types of plants flowchart
b. First 2 blanks
i. Flowering plants
ii. Non-flowering plants
c. Flowering plants
i. Come from SEEDS
ii. Example: Rose, Fire lily
d. Non-flowering plants
i. Come from Seeds or spores
ii. Example: Fern, Moss
2. Study notecards
a. Quiz Quiz trade
b. 2 team rock paper scissors

Differentiation Process/How . Zach, Oz, Demi, Madison, Brayden

HOT question (and expected answer):
 1. Questions in the flashcards

Assessment: Formative assessment name Assorted Assessments . Describe if needed

1. Student flashcards

Lesson Closure: Teacher talk. Restate the main take-aways from the lesson. 1 min.
Great job today friends, we are going to continue the classification and plants, there is a lot to dive
into so we will continue to break this down

Post Teaching Reflections

Lesson Adjustment: What have you learned about students’ understanding of the content based on the formative
assessment? If proficiency was not demonstrated, what next steps (reteaching) are required? Include evidence.

Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.

Response to Feedback: BLOCK 2 ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement next
steps going forward. Explain how these next steps will impact students’ learning experiences.