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Lesson Plan Format for Teacher Education Candidates

Ithaca College School of Humanities and Sciences
Name
Lesson Title or Topic
Grade Level
Course Name or Content
Area

Katherine Figueroa
The Rot Squad: Decomposition, Observation and Research Part 2
5th grade
Science (4/30/2015, 5/1/2015)

Context

1. Explain the larger context in which this lesson fits. For example, explain what larger unit would be
going on at the time of this lesson and how this lesson fits into the unit.
2. State the long-range learning objective/s to which this lesson contributes. The long-range objectives
should deal with mastery of knowledge/skills that students will be able to transfer to real-life situations.
3. Describe the students for whom this lesson has been developed. Consider the personal, cultural, and
community assets of your students.

1. The larger context in which this lesson fits is a unit on decomposition.

2. The long-range learning objective to which this lesson contributes is to be able to
evaluate if decomposition is a positive or negative process through a study of an
individual decomposer.
3. The lesson is part of an expeditionary learning where the school develops their
own curriculum and instruction where each grade has a particular focus. This lesson
has been adapted for 5th graders and for one class of 18 students.
Central Focus

Identify the central focus for the content/skill you will teach in this learning segment (a lesson or series
of lessons). The central focus should address the important understandings and core concepts/skills
you want student to develop in this lesson or series of lessons.

The central focus for the content/skill I will teach in the series of lessons is to
evaluate if decomposition is positive and/ or negative to the enviornment.
State/National Content Standards (Common Core State Standards)
List the number and full text of each standard that is addressed in this lesson.
Remember to include content and literacy standards, as appropriate to the lesson.

LS2.A: Interdependent Relationships in Ecosystems

The food of almost any kind of animal can be traced back to plants. Organisms are
related in food webs in which some animals eat plants for food and other animals eat
the animals that eat plants. Some organisms, such as fungi and bacteria, break down
dead organisms (both plants or plants parts and animals) and therefore operate as
decomposers. Decomposition eventually restores (recycles) some materials back
to the soil. Organisms can survive only in environments in which their particular
needs are met. A healthy ecosystem is one in which multiple species of different
types are each able to meet their needs in a relatively stable web of life. Newly
introduced species can damage the balance of an ecosystem. (5-LS2-1)
Students who demonstrate understanding can:
5-LS2-1. Develop a model to describe the movement of matter among plants,
animals, decomposers, and the environment. [Clarification Statement: Emphasis is
on the idea that matter that is not food (air, water, decomposed materials in soil) is
changed by plants into matter that is food. Examples of systems could include
organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does

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not include molecular explanations.]

ELA Standards
CCSS.ELA-Literacy.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability
to locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-Literacy.RI.5.9
Integrate information from several texts on the same topic in order to write or speak
about the subject knowledgeably.
CCSS.ELA-Literacy.W.5.7
Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
Objectives and Assessments
--Here list the short-range learning objectives specific to this particular learning segment. These
objectives should be items that are immediately observable and easily assessed.
--In addition, you will identify how you will know if the learning objectives have been met. List the types
of assessments you will use to determine whether the objectives have been met. List the types of
formative assessments you will use to monitor student learning of your short-range learning objectives
for this lesson. What assessments will determine proficiency, excellence, or failure to meet the learning
objectives?
--As you consider your assessments, you should think about the kind(s) of feedback your students will
receive from you related to your assessments and how will you expect them to use this feedback.

Learning Objectives

Formative Assessments

The students will be able to

What evidence will you gather

during the lesson to monitor
whether your students are
developing the
understanding/skills required to
meet the learning objective you
have identified?
Note: Every objective should
have a formative assessment.

Note: If you have more than 3

learning objectives, add a new
row for each objective.

A. 1. Observe their groups

science experiment of
decomposing green bean.
B. 2. Research decomposer
and create a poster with
information about their
decomposer.
3.

Summative
Assessments
What evidence, by the end of
this learning segment, will show
that students understand and
have met your learning
objectives?
Note: You might have duplicative
assessments, or no summative
assessments, for your learning
objectives in this lesson.

1. Students will write

observations of what they
see and smell in their
science journal.
2. Students will
explain/demonstrate the
information theyve been
able to gather about their
decomposer.

1.

3.

3.

2. See Rubric attached.

Lesson Procedures: Instructional Strategies/ Learning Tasks

Describe, in detail, the steps you will follow in the lesson, attending to both what you will be doing and
what the students will be doing. Boldface all procedures where you are monitoring student
understanding using formative assessments.

Opening
How will you begin your lesson in a way that motivates and engages students in learning this lessons
content? (Motivation for lessons should be interesting, age-level appropriate, brief, and directly related
to the learning objectives of the lesson.)

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Explain the agenda for the lesson (written on the board):

Observe group experiment
Review Rubric project will be graded on
Research decomposer (if needed)
Design template for decomposer poster
Work on poster
Step-by-Step Procedures
List the next steps of your lesson. Provide detailed description of what teacher and students
Time

will be doing. Boldface those procedures where teacher is monitoring student

understanding during the lesson. (Your planned formative assessments from above should
show up In this section as part of your lesson procedures.) Add rows below as needed.
Write lesson plan procedures so that another teacher could pick up your plans and actually
accomplish your objectives for the class period. (Hint: The following procedural terms are too
vague: introduce, discuss, review. How will you introduce something new? How will you
organize discussion, and what questions will you ask? How will you conduct a review?)

5-10
min

Have one member from each group go get their groups experiment from
the closet. Remind students what observations are. Let students write
about 3-5 observations on what they see and/or smell.
Walk around and check in on students with IEP; Let the students tell you
verbally what they observe from the experiment. Make note of what they
say.
For other students push them to be more descriptive with their
observations- colors, shape, where the location of the green bean is/was etc.

5min
1-2
min

After, have another group member return the experiment back to the
cabinet. Ask students to share what they are noticing with the experiment
and how their observations have changed over time.
Remind students that all of this work on decomposition is occurring because
as a school we will be presenting our findings to one another on May 29,
2015. Each grade has a different topic to present on. For example,
Kindergarteners are doing birds, First graders are doing trees, and we are
working on decomposers (decomposition). Now what we will be doing is
that each one in the class will select a decomposer from a hat. And we will
be creating a picture book fantasy called A day in the life of (my
decomposer).
*Share with the class that the decomposer is one that is relative to the
Northeast area and that can probably be found on Caroline Elementarys
Wilderness Trail.
Allow students to ask any questions they may have about the event or the
project.

5-10
min
40
min

Share with students the rubric to which their project will be graded on. Hand
out each rubric to the student. Have it projected on to the eno board and go
through the process of explaining the parts of the rubric. Allow students to
ask any questions they may have about the assignment.
Have students look at the agenda and see what step they are in. Allow
students to go and work on their decomposer, depending on what stage
they are in the process. Explain to students that everyone works at a

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different pace and that is okay. Let students know that there will be adults
walking around the room to assist you.
Closure
How will you bring this lesson to closure? How will students reflect on what they learned today, and how
will you prepare them for whats ahead?

The lesson will be brought to closure by having students by reminding students of

what we have been working on today and where we are in the process for the May
29th presentation, and update the class on the progress of when the assignment is
due.

Differentiation
Universal Design
What general features of your procedures and/or assessment help support the learning of all students
by making the lesson appropriate, feasible, and supportive for every student in the class?

The general features of the procedures and/or assessment help support the learning
of all students by making the lesson appropriate, feasible, and supportive for every
student in the class is multiple means of representation. Students are able to
visually see and set up an experiment, which helps to guide information processing,
visualization and manipulation. The general features of the lesson also called from
activating background knowledge from previous science lessons and students will
have a model for writing down science observation. Students can write them down
in their science journal or verbally express it to an adult in the room.
Students are given the opportunity to be creative and design a poster of their choice
where students are able to display the information theyve gathered about their
decomposer. There are also guidelines which gives students the opportunity to have
clear expectations through various ways- the rubric, and the visual example.
Students also received a graphic organizer which allows students to gather the
information and helps students organize their thoughts and be able to visually see
what information theyve already gathered and what other areas might need more
information. Through this, the lesson features multiple means of expressing how
students demonstrate the knowledge theyve researched about their decomposer.
Students with Specific Learning Needs (to be completed below)
What are some of the specific learning needs possessed by students in your class, and how do your
plans intentionally support these students learning? Connect your support to the specific step-bystep procedures listed above (included the step number where you will adapt, if
appropriate).

IEP/ 504 Plans (classifications/needs)

Students with learning disability

Other Learning Needs

Examples: Struggling readers, English language
learners, gifted students, etc.

Instructional Resources/Materials

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Students can have an adult write out on
the planning sheet some of the
information students are able to find
about their decomposer.
Supports, Accommodations, Modifications

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List here the resources you will use to engage students in learning.
Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, or anything else
that requires advance preparation. Written materials should be attached to this plan.

Graphic organizer
5th grade writing project rubric
Poster paper, markers, crayons, color pencils
This lesson has been adapted from the 5th grade curriculum and development team
at Caroline Elementary School.
Lesson Reflection
After the lesson has been taught, write your reflection addressing the questions in the rubric

Rev. 09/09/14