USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Avery Rath
Grade Level Being Taught: 1st
Title of Lesson
Meeting your students’ needs as
people and as learners
(supervisors)
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
(CPALMS/instructional planning
course)
Subject/Content: Science/Life Group Size: Date of Lesson: October 19, 2023
Science Whole Group
(18 students)
Part 1: Lesson Content
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson is a review for a unit that I have modified to better reflect student interest and promote
engagement.
How does this lesson connect to/reflect the local community?
This lesson connects to the current topics the students are working on in science and allows the students
to work in a learning style that they prefer.
SC.1.L.17.1
Through observation, recognize that all plants and animals, including humans, need the basic
necessities of air, water, food, and space.
SC.1.L.16.1
Make observations that plants and animals closely resemble their parents, but variations exist
among individuals within a population.
SC.1.N.1.2
Using the five senses as tools, make careful observations, describe objects in terms of number,
shape, texture, size, weight, color, and motion, and compare their observations with others.
Previous grade level standards:
SC.K.L.14.1
Recognize the five senses and related body parts.
SC.K.L.14.3
Observe plants and animals, describe how they are alike and how they are different in the way
they look and in the things they do.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Avery Rath
Grade Level Being Taught: 1st
What misconceptions might
students have about this
content? (talk to your CT)
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Subject/Content: Science/Life Group Size: Date of Lesson: October 19, 2023
Science Whole Group
(18 students)
SC.K.N.1.2
Make observations of the natural world and know that they are descriptors collected using the
five senses.
Next grade level standards:
SC.2.L.16.1
Observe and describe major stages in the life cycles of plants and animals, including beans and
butterflies.
SC.2.L.17.2
Recognize and explain that living things are found all over Earth, but each is only able to live in
habitats that meet its basic needs.
SC.2.N.1.1
Raise questions about the natural world, investigate them in teams through free exploration and
systematic observations, and generate appropriate explanations based on those explorations.
Students may have trouble with the directions of the group discussion.
Students may have misconceptions about the plant pictures and how they are related.
Students may have misconceptions about what the questions are asking them to explain and may
struggle to articulate their thinking.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
-------------------------------------------------------------------------------------------------------------------------------------
Based on the current science unit and review activities, students will be able to accurately describe and
compare living things and the traits that help to identify them.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Avery Rath
Grade Level Being Taught: 1st
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
**NOT SURE ABOUT THIS I
THINK IT COULD ALSO BE LEVEL
3**
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
Subject/Content: Science/Life Group Size: Date of Lesson: October 19, 2023
Science Whole Group
(18 students)
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Level 2: Basic Application of Concept and skills
Which level(s) of thinking is/are called for in your objective? Level 2: Basic Application of Concept and
skills
Why did you choose this level(s) of thinking? This lesson is a review of a unit, and this level of thinking
will allow students to meet the standards in the unit. The questions are on the same level of thinking to
prepare students for a unit test.
Describe your assessment plan:
I will make note of the questions that confuse students/students that get more than a couple wrong
answers. I will also listen in on student conversations and ask students to explain their thinking/answer.
How does it align with your objective?
I will be able to tell if students understand the concepts by hearing/seeing their answers to the review
questions and questions I ask them about their reasoning.
Is your assessment formative or summative? Why did you make that assessment decision?
Formative. The students are having a unit test on Friday, and this will let my CT and I know what
misconceptions we may need to clarify.
There will be no rubric for this formative assessment. I will write down questions that more than a few
students get wrong or if I feel like the students may have guessed and do not understand. I will also write
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Avery Rath
Grade Level Being Taught: 1st
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Management & Environment
(integrated throughout your
step-by-step plan):
Subject/Content: Science/Life Group Size: Date of Lesson: October 19, 2023
Science Whole Group
(18 students)
down the names of students that get more than a few answers wrong and try to find time to review with
them in a small group. Students will be assessed on the accuracy of their answers and if they can answer
the short response answers articulately (verbally).
Part 2: Lesson Implementation
● How will you arrange yourself and the students (location in the classroom, seating)?
Students will be at their desks for the lesson. If I feel students are having trouble engaging during the
whole group portion of the lesson, I will bring them to the carpet at the front of the room. I will be at the
front of the room for the whole group portion and walking around for the rest.
● What processes & procedures will you use? How and when will you communicate those to
students?
Students will remain seated unless instructed to/given permission to get up. Students will not call out
during the whole group portion of the lesson; they will raise their hands. Students will take turns
speaking in their groups and follow the directions of the order and the focus of the conversation.
● What expectations will you have for the students? How and when will you communicate those to
students?
Students will follow normal classroom rules and behavioral expectations, I will remind students at the
beginning of the lesson. I will also remind students before they begin working with their groups of how
they are expected to treat each other.
● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of?
Proximity interference and positive reinforcement will be the main strategies used. Some students may
require more extensive management plan, but they are usually day to day. If they are not following
expectations, I will verbally remind them of expectations kindly. Ex. “Are we being respectful to our
friends?” “What is rule #...?”
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Avery Rath
Grade Level Being Taught: 1st
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Subject/Content: Science/Life Group Size: Date of Lesson: October 19, 2023
Science Whole Group
(18 students)
● What will students do if they complete the task quickly?
Due to the structure of the lesson, students should not complete the task quickly. If students complete
the task quickly, I will give their group another discussion question.
Slide show of questions (more engaging than the book)
Smartboard/projector to display slides
White board and markers (allows me to see student answers more easily)
My CT (I want to be able to assess as many student conversations as possible so I will have her walk
around and listen in and support students as well)
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Avery Rath
Grade Level Being Taught: 1st
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
**Not sure about this**
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Accommodations
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Subject/Content: Science/Life Group Size: Date of Lesson: October 19, 2023
Science Whole Group
(18 students)
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
I will provide varying levels of support to students and provide more discussion questions for students
that I feel may finish early or want to have a more in-depth conversation. Students will have the
opportunity to think about the content independently, discuss with their peers, and participate in whole
group discussion. Students will be able to present their knowledge to me in different ways. I will repeat
instructions and questions to students. I will also try to pull a small group later in the day to work with
students who may have struggled.
Which specific students will benefit, and why?
Students who may have misconceptions about the topics will benefit because they will have a chance to
hear from their peers about it and this gives them another chance to ask questions about topics from
earlier in the unit.
How will you adapt this lesson to meet the needs of individual students or groups of students?
(content? materials? level of support? pace? etc.). Make connections to your student asset profile.
Level of support and the way they display their knowledge.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
● Pre-Production Level: n/a
● Early Production Level: Repeat simple instructions, simple questions, differentiation of product,
pair with bilingual students, model correct responses, checks for understanding.
● Speech Emergence Level: repeat instructions, frequent comprehension checks, pair with bilingual
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Avery Rath
Grade Level Being Taught: 1st
*If you don’t have students who
require these accommodations,
describe what you WOULD do if
you did have these students.
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask?
◻ How will materials be
distributed?
Subject/Content: Science/Life Group Size: Date of Lesson: October 19, 2023
Science Whole Group
(18 students)
students, differentiation of product
● Intermediate Fluency Level:
What accommodations will you make for students who have an IEP or 504 plan?
Repeat instructions.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
N/A
Student Data
Conversations with CT
Benjamin, A. (2013). Differentiated instruction: a guide for elementary teachers. Routledge.
https://doi.org/10.4324/9781315854120
1. What is the content area for this lesson? Life Science
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) Usually 5 E’s, but since this is a review, it will be guided so I can
assess student understanding before the summative assessment.
3. Step-by-step plan:
Time: Action Steps:
12:25
Students will be seated at their desks, and I will be at the front of the room with the first slide
displayed on the board.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Avery Rath
Grade Level Being Taught: 1st
◻ Who will work together in
groups and how will you
determine the grouping?
◻ How will students transition
between activities?
◻ What will you as the teacher
do?
◻ What will you as the teacher
say?
◻ What will the students do?
◻ What student data will be
collected during each phase?
◻ What are other adults in the
room doing? How are they
supporting students’ learning?
Subject/Content: Science/Life Group Size: Date of Lesson: October 19, 2023
Science Whole Group
(18 students)
Students will have their science notebooks out on the page of the review. (do I want to have
them write their answers for this or just later? Some students may take a while to write)
“So, I know that in Science we have been learning about living things and their parents, how
they can be alike or different, and what traits we can use to describe them and we are coming
to the end of this unit. Today we are going to be reviewing some of the things we have
worked on in Science recently so we can feel good about our test tomorrow.”
“We will be talking about living things and their parents and how they can share traits.”
The first slide displayed will be two orange trees that are different. I will ask the class if
anyone knows what kind of tree we are looking at and then I will tell the students that these
are orange trees. I will then guide a class discussion with the questions from the benchmark
review.
Questions for this discussion:
“How can orange trees be different?”
“Different is one of our vocabulary words so think about what that means before you answer”
“What evidence do you see that shows you orange trees can be different?”
12:32
I will ask students to think about the vocabulary words we have been working with in this
unit. As I do this, I will walk around a place a sticky note on each student’s desk numbered 1-
4. Each group will have a 1, 2, 3, and 4. I will tell students they are going to take turns sharing
with their group what vocabulary word they think matches up with the definition. The group
will then share if they agree or disagree and why not and then move on to the next person
and next vocabulary word. Each student will have one turn during this activity. I will time out
60 seconds and instruct students to move on to the next person. If students finish sharing
early, I will provide them with more discussion questions about what they notice.
12:39
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Avery Rath

Grade Level Being Taught: 1st Subject/Content: Science/Life Group Size: Date of Lesson: October 19, 2023
Science Whole Group
(18 students)

“We have a few more questions to answer and I would like to see if we can answer them on
our own so can I have my group leaders quickly and quietly grab your whiteboards for your
team please.”
“I am going to go through some questions, I will read the question and the answer choices.
Please do not call out the answer or share your whiteboard until I tell you to. I know we are
all very excited to share with our friends but make sure we are not sharing too soon so our
friends have a chance to get the answer themselves.”
Go through next questions.
12:50
“We are going to come back together to discuss one last thing.” (where?)
“I would like for you all to think quietly for a moment before raising your hand to share and
tell me what you notice about the pictures that can help you answer these questions.”
“What are some ways animals can be different? Why is it helpful that animals have
differences” *Cat example*
12:55
“Thank you all for all of your hard work today! We may now put our materials away and get
ready for math.”