CT Observation Lesson Plan 1

USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: __________Avery Rath_______________
Grade Level Being Taught: 1st Subject/Content: Group Size: Date of Lesson: 10/13/23
Science/Animals & Their Young 18
Part 1: Lesson Content

Title of Lesson Animals and Their Parents
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners This lesson connects to the interests of students by allowing them to work with peers, catering to their
(supervisors) learning styles, and allowing them to integrate arts into their work.
How does this lesson connect to/reflect the local community?

This lesson includes content about animals from the area the students live in.
What Standards (national or

state) relate to this lesson? SC.1.L.16.1
(You should include ALL applicable Make observations that plants and animals closely resemble their parents, but variations exist among
standards.) individuals within a population.
Understanding the standards Previous grade level standard:

over time
(CPALMS/instructional planning SC.K.L.14.3
course) 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.
Next grade level standard:
SC.2.L.16.1
Observe and describe major stages in the life cycles of plants and animals, including beans and
butterflies.
What misconceptions might  Students may confuse definitions of vocabulary words.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __________Avery Rath_______________
students have about this  Students may think all young animals look like their parents.
content? (talk to your CT)  Students may not understand what traits are or that
Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard)
Measure (HOW WELL they need to Students will be able to accurately compare animals and their young and describe the traits that are
do it) similar.
(Note: Degree of mastery does not
need to be a percentage.)
(connect back to 4504/CT

Support/reinforced in instructional
planning)
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard?
Understand
Which level(s) of thinking is/are called for in your objective?
Analyze
Why did you choose this level(s) of thinking?
To allow students the opportunity to fully understand the content of the lesson- by having students
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analyze and describe the traits, they are understanding the concept of the traits rather than simply
looking at the pictures and saying, “they look the same.”
Assessment Plan- How will you Describe your assessment plan:
know students have mastered
your objectives? Formative assessment through observation of student work and conversation with students. I will go
around to each pair of students and look at their work to see if they meet the objective. For students who
are still pre-emergent writers, I will ask them to orally describe the traits to me.
How does it align with your objective?

This assessment aligns with my objective by focusing on the traits young animals share with their
parents.
Is your assessment formative or summative? Why did you make that assessment decision?
Formative, there will be more content on traits and animals and their young, so this will help me gauge
their initial understanding of the concepts.
Assessment Scoring/Rubric I will know students have met the objective if they are able to tell me specific traits that the young animal
What are the criteria for how you and the parent animal share. The question/prompt will include the word “traits” because it is a
will assess student vocabulary word for the unit.
learning/student work? If you’re
using a rubric, include your rubric
here.
Part 2: Lesson Implementation
Management & Environment
● How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your
step-by-step plan): Students will be at their desks for the majority of the lesson, and I will be in the front of the room.
When it is time for students to pair up, they will move around the room to find their partner and
then sit down again.
● What processes & procedures will you use? How and when will you communicate those to
students?
I will stick to the processes and procedures the students are used to in their classroom. Students
will follow the class rules, use hand signals when they need to leave their seat, use walking feet in
the classroom, and respond to attention getters. Students are aware of these procedures, but I
will remind them at the beginning of the lesson and provide signals and verbal intervention if
they are not following the procedures appropriately.
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● What expectations will you have for the students? How and when will you communicate those to
students?
Students will be expected to remain in their seats, listen attentively, follow directions, and
respect their peers. I will communicate expectations at the beginning of the lesson and
throughout the lesson as needed.
● 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?
I will use nonverbal and verbal intervention. I will use proximity interference when I notice
students are off task. I will use positive reinforcement by thanking students for following
expectations.
● What will students do if they complete the task quickly?
If students complete the task quickly, I will ask them to switch pictures with another pair and
find the traits of that animal. If only one pair is done quickly then I will ask them to label the
traits on the picture instead of just saying/writing them under.
Materials  Printed out photos of animals- 9 different animals for 18 students, adult and parent animal of
(What materials will you use? Why each one (can try to use magazines but it takes a while to find good pictures of young and
did you choose these materials? “parent” animals)
Include any resources you used.  Scissors to cut out pictures- practice cutting
This can also include people!)  Glue
 Construction paper- the students get to choose a color and it gives some individuality to their
work
 Pencils for students to write
 Science textbook- I thought about making a slide show to display the content but this will be
more of a hands-on lesson, and they will only be looking in their books for a few minutes. In
addition, I will have students underline key points/write down vocabulary words and they can
look back in their books as a resource later in the unit.
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Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:
Process- Providing more support to ELL and struggling students. I will move around the room during the
partner work portion of the lesson and provide support to students I see struggling to meet the objective.
I will repeat instructions and reword content to help students understand.
Product- students will have the opportunity to create a bulleted list of the animal traits, write a sentence,
label this picture, or verbally describe the concept to me while pointing to specific traits on the pictures.
Content- Based on results of my formative assessment of this lesson, I will pull a small group of students
on Friday to review/reteach.
Which specific students will benefit, and why?

F.M., D.A., A.T., A.B.- All of these students struggle with writing or are ELL (A.T. is the only non-ELL), so
they usually need instructions repeated.
Other students that struggle to understand the content and meet the objective will also benefit from
these differentiation strategies, as I will provide the support to all students I notice to be struggling. All
students will benefit from the differentiation because they will have the opportunity to showcase their
knowledge in whatever form they feel most comfortable with.
Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or I.P- I will facilitate conversation for his pair, ask probing questions, use positive tones and encouraging
groups of students) words when addressing/redirecting,
ELLs- I will pair my ELLs with lower English language comprehension with the ELLs that are proficient in
English language comprehension and communication so they can support each other. I will repeat
instructions, questions, and key information about the content directly to the ELL students
Accommodations What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual
● Pre-Production Level: n/a
students (initials), and then explain
the accommodation(s) you will
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implement for these unique

● Early Production Level: Repeat simple instructions, simple questions, differentiation of product,
learners.)
pair with bilingual students, model correct responses, checks for understanding.
*If you don’t have students who ● Speech Emergence Level: repeat instructions, frequent comprehension checks, pair with bilingual
require these accommodations,
students, differentiation of product
describe what you WOULD do if
you did have these students. ● Intermediate Fluency Level: Check-ins to monitor learning progress and understanding of
content.
What accommodations will you make for students who have an IEP or 504 plan?
D.A. Repeat instructions to clarify, Oral presentation-read text aloud to student, Secure student attention
before delivering instructions, preferential seating next to me, periodic checks to ensure student is
responding to the task as instructed, verbal encouragement cues.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
N/A
References (Planning of Student data

instruction should be guided by Conversations with CT
research-informed
approaches. Acknowledge Ansberry, K. R., & Morgan, E. R. (2007). More Picture-perfect Science Lessons: Using Children's Books to
references used to inspire lesson Guide Inquiry, K-4. NSTA Press.
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? _Science- Life Science/Heredity and Reproduction
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) 5E’s
Where applicable, be sure to
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address the following: 3. Step-by-step plan:

◻ What Higher Order Thinking 12:25 Return from lunch, students line up outside of the classroom (they do this every time we
return to the classroom). I will tell students that when we enter the classroom, they are to return to their
(H.O.T.) questions will you ask? seats and open their science textbooks to the page they have marked with their bookmarks. I will also
◻ How will materials be remind students of expectations by reminding them to walk in quietly and wait for directions. Students
distributed? will return to their desks, and I will be at the front of the room with the textbook displayed on the board.
◻ Who will work together in I will use “class, class?” and “eyes and hands” as attention getters- students respond “yes, yes?” or
groups and how will you respond by repeating “eyes and hands, eyes and hands” while facing their attention towards me and
determine the grouping? putting their materials (pencils, papers, lanyards, anything that could be distracting them) down.
◻ How will students transition
I will introduce the topic of animals and their young by reading the introductory paragraph to the unit in
between activities? the textbook and then having a discussion with the class where we connect the content to real-life
◻ What will you as the teacher contexts and knowledge they already have.
I will emphasize the definition of “traits” and ask students to provide me with examples of traits of the
do? animals we look at in the textbook to make sure they understand the concept. I will call on different
◻ What will you as the teacher students throughout the discussion to gauge their understandings.
say? I will introduce the vocabulary words for the unit and have the students write them as we go over the
definitions.
◻ What will the students do?
After students have written down their vocabulary words in their science textbooks, I will introduce the
◻ What student data will be
next part of the lesson to them.
collected during each phase? 12:35
◻ What are other adults in the “Next, we will be doing a matching activity with a partner, please listen carefully to hear the directions
for what we are doing next.”
room doing? How are they “Each of you will get a picture of an animal. Your animal will either be a parent or a young animal. When
supporting students’ learning? you get your picture, take a moment to think about what animal you have, have you seen it before? Do
you know the name of it? What are some traits you notice? Do you think you have the parent or the
young animal?
You will also get a piece of construction paper. Cut out your animal and glue it on to your construction
paper.” -VISUAL EXAMPLE WILL BE PROVIDED
“I will have the table captains come get the scissors and glue sticks for your groups while the pictures are
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being passed out. Table captains and paper passers, please come up now to collect your materials.”
*I will give specific animals to the ELL students so they can match up together. I will match the ELLs with
the highest language comprehension skills with the ELLs with the lower language comprehension skills*
As students cut out their animals, I will circulate around the room asking students what animal they have
and helping them if they do not know the name. I will encourage students to work quickly so we can
move on.
Once students have finished gluing/ are almost done gluing, I will ask for their attention using “Class,
class.” If some are still gluing, I will instruct them to continue working and listen as they work.
“We are now going to find our matches! When I give you permission, walk around the room and find your
partner that has the same animal as you.”
*Provide physical example of how to move around the room and ask students to help remind the class
about expectations of how we move around the room and how we speak to our partners. *
Have students move around the room to find their partners, help facilitate. When I notice students have
paired up, I will instruct them to sit down. If students do not know what animal they have, I will tell them
the name/
I will instruct students to discuss their animals with their partners and pose some questions to prompt
conversation:
“What animal do you have?”
“Which partner has the parent, which partner has the young animal?”
“What are some traits that you notice?”
“What traits are similar, what traits are different?”
Each partnership will be instructed to identify which of their animals is the parent and which is the
young animal and label their picture. Each partnership will also list at least three traits the animals share.
Partnerships with students C.M., C.M. (2), A.T., and D.A. will be required to write the traits on the paper.
These students are the advanced writers in the class, and they will be able to help their partners with the
writing.
12:50 Formative Assessment through evaluation of student work
ELL students will be given the opportunity to verbally communicate the traits they notice.
I will collect student work as a formative assessment to inform planning moving forward in the unit and I
will walk around the room, asking the students to explain their work to me (if I were not recording the
lesson, I would take notes or create a checklist of student understanding, but since I am recording I will
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walk around with my phone in my hand, not visible, audio recording student responses).

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USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Avery Rath_____

Part 1: Lesson Content

How does this lesson connect to/reflect the local community?

What Standards (national or

Understanding the standards Previous grade level standard:

Next grade level standard:

What misconceptions might  Students may confuse definitions of vocabulary words.

Objectives- What students will Some examples:

(connect back to 4504/CT

How does it align with your objective?

Which specific students will benefit, and why?

implement for these unique

References (Planning of Student data

address the following: 3. Step-by-step plan:

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