2857 Transworld Drive

Stockton, CA 95206
www.teacherscollegesj.edu (209) 468-4926

Lesson Plan - IMPACT

Name:

Audrey McMahon

Date:

12/15/15

Learning Objective:

There are many different kinds of living things in any area,

and they exist in different places on land and in water. (2-LS4-1)
Students will learn about an earthworms habitat and see if they can create such a habitat for an earthworm
themselves.

Anticipatory Set:

Who wants to touch, feel, watch and eat worms???

We have been spending a lot of time studying various animals and their adaptations to their environments. How would you like to build your
very own habitat today in science?

Instruction:

How will you build understanding? *Includes guided practice, independent practice and closure

NGSS 2-LS4-1: LS4.D: Biodiversity and Humans

Running Clock

Teacher Action

Student Action

Materials Needed

Before the lesson each group table will be

set up with the necessary lab tools for this
lab.

Lab tools:
6 clear containers with lids
6 soup cans
Soil
Sand
Mulch
Leaves
Weeds
Vegetables
Black paper
Tape
Water

1:00 pm

Write names of students who come in from

lunch recess quietly on the board. They
came in prepared to learn and start science.

Students come in and sit down quietly.

1:01pm

Begin science by reviewing yesterdays

content through a discussion with the class.
We are currently learning about habitats.

Students raise hands and contribute to

discussion as appropriate.

Tell students that today we are going to do a

lab on earthworms! First we need to figure

Students sit quietly and listen to teacher

instruction. Participate where applicable by
raising hands.

1:05

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Page 1 of 7

Student needs:
Lab packet

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2857 Transworld Drive

Stockton, CA 95206
www.teacherscollegesj.edu (209) 468-4926
out what we know about worms and what
we want to know about worms.

1:12

Pencil
Hand sanitizer

Write on the board all the possible

questions students may have concerning the
worms. Discuss the possibilities of using
each question and the appropriateness of
the question for this lab. Favorites include:
- Can I create a livable habitat to
support earthworms?
- What part of the habitat will the
earthworms like best?
- Will the worms spend any time in
the dry sand?
Pass out lab forms for students and have
them fill out their name, the lab title and
their question.

-Students continue to listen and participate

in discussion.

Teacher needs:
Projector
White board
Computer
YouTube
Powerpoint presentation

Students write their names, the lab title, and

their burning question.

1:17
Next have their attention turned back to the
white board and describe the steps we will
go through to create the earthworm habitat.
Walk through each step and have the
students perform the steps along with the
teacher, paced so the students do not have a
lot of down time, but so as not to rush so
they have time to discover and explore.
Students are building 1 habitat per table.
Students will have to work together, test the
soil together and share supplies (students
use their lab numbers to keep this
organized) etc. Students are to record their
observations and data as they go along
through the lab process.

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Students follow the steps for the lab

experiment. Each individual is numbered
and performs their task when their number
is called.

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Stockton, CA 95206
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1:22

1:23

Teacher instructs and guides students

through their lab experiment (using student
lab numbers):
- First the empty soup can is placed in
the clear container.
-

1:27
-

1:30

1:35

1:38

Next students add a layer of weeds,

leaves and mulch. Encourage
student to explore with different
amounts of each ingredient. Tell
students they can even place a
vegetable piece in this layer as well.

Then students add another layer of

soil with water, to the same level as
the soup can.

Then students add a layer of sand,

only about 1 2 centimeters thick.

That after that students will add

vegetables on top, carrots & celery
mainly.

1:32
1:33

Next soil is poured into the

container. Some water is added.
Instruct students to check their soil
for a spongy feeling as water is
added so as not to over water their
soil.

After the habitat has been built students

may add their worms. Teacher instructs
students to add a worm to his groups
habitat, which will result in 4-6 worms per
habitat. Students have the option to add
their own worm, or the teacher will help if a
student does not want to touch the wormsthough they are encouraged to.

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Student places can inside clear container.

Student pours soil into clear container.
Students each take turns feeling the soil to
check for the right amount of water in their
soil.
Students add leaves, weeds and mulch to
their soil. Students explore and decide on
the amount of each ingredient on their own
within their table group.

Students add more soil to their container

and water.
Students add a layer of sand to the soil.
Students add vegetables to the top of their
habitat. They can decide on their own how
much of each available vegetable.
Students may pick up, using their hands a
worm and add it to the their habitat. If
student does not wish to add a worm the
teacher will do so.

Students share responses and thoughts

about how a worm feels and looks up close
to the teacher.
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1:42

1:45

1:50

Teacher asks students what they think

about the worms. Instructs students to
record observations.

Students are hand sanitizing as they

observe worms through the clear container.

After worms are added to the habitats

students are given some time to observe the
worms without touching them as they
explore their new habitat. Teacher instructs
students at this time to write down
observations on their lab sheet as students
move through their experiment. Teacher
prompts with questions about the worms.
- What do the worms seem to be
doing?
- Do the worms seem to be moving
toward any particular thing inside
their habitat?
- Are the worms all moving at the
same speed?

Students write down their observations.

After students have spent time filling out

their lab forms teacher will pass out lids
(with pre made holes) and black paper.
Students must work together to cover their
habitats in black paper. Lids must be put on
top.
Have students share with their groups what
they saw happening in their habitat. Walk
around the room and listen to table group
discussions for formative assessment.

1:55

Early finishers can be encouraged to add

color to their drawn observations section.
When most of the class has their lab form
filled out to the appropriate place have
students return to the carpet. Show

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Student answers questions. Records

answers, observations down on his lab
sheet.

Students cover up their habitat with the lid.

Student apply black paper to their habitat
using tape to stabilize as needed.

Students discuss with their group about the

lab.

Students finish writing and coloring their

lab sheets.
Students listen quietly and watch
presentation about worms. When prompted

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2857 Transworld Drive

Stockton, CA 95206
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students slideslow of the worms that
discusses how worms breathe and what
they do for our soil. Play Worm YouTube
video.
1:02

WAIT 24 HOURS- Next Day Science Period,

begin 1pm.
Teacher will revisit the habitats with the
students to record more data and
conclusions on our lab sheet.

1:06

1:12

1:16

1:17

or invited students may participate in

discussion/lesson.

Teacher instructs students to remove the

black cover from their habitats. Ask
students what they see and what is now
different in their habitat.
Begin to ask students the questions that
were asked the previous day. Have students
record their answers.
Have students think-pair-share their
observations from the lab. Teacher walks
and monitors discussion for assessment.
Have students write and draw their overall
conclusions from the lab. Were they able to
create a livable habitat? Did the worms
prefer the soil to the sand? Explain again to
students about worms, how they breathe
and what they do for the soil they live in.
After all lab sheets are completed move on
to the worm releasing party. Students must
hand in their completed lab form to attend
worm releasing party. Use lab forms as a
formative assessment.

1:25

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Students remove the black paper from the

habitat and observe what is going on inside
by gently turning their habitat so each
student can see each side of the container.
Students record more information and
answers on their lab sheets.
Students discuss with their elbow partner
about what is different in the habitat today
than yesterday.
Students fill out the conclusion section of
their lab form.
Students participate in discussion
appropriately.
Students hand in their lab forms.

Students remove the lid from their habitat

and pour the contents (except the soup can)
into the garden area.
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1:30

1:45

Have students work together to release

their worms into the class garden area.
Observe worms. Encourage discussion
about what worms are doing in the garden
soil.

Students participate in the class discussion

appropriately while eating gummy worms
as a class snack.

Conclude with a class discussion about the

lab. What did the students like best? What
did they learn? Prompt students with
questions:
- Why did the worms prefer the
moist/wet soil to the dry sand?
- How do worms breathe?
- What do worms do for our soil?
Allow students to eat a class snack of
gummy worms.

Assessment: How will you know students have achieved the learning objectives? What evidence will you look for and/or collect?
I will use formative assessment throughout the lesson to be sure everyone is with me using thumbs up and thumbs down. I will use
proximity to observe their lab forms as they are filling them out. I will also use proximity to listen in on their discussions during the
lab. Finally their submitted lab form will also be an informal assessment tool.

Standards:
NGSS: LS4.D: Biodiversity and Humans There are many different kinds of living things in any area, and they exist in different
places on land and in water. (2-LS4-1)

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Lesson Reflection Guide

CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION

STANDARD FOUR: PLANNING INSTRUCTION AND EXPERIENCES FOR ALL STUDENTS
Using Knowledge of students academic readiness language proficiency, cultural background and individual development to plan
instruction.
Establishing and articulating goals for student learning.
Developing and sequencing long-term and short-term instructional plans to support student learning.
Planning instructional that incorporates appropriate strategies to meet the learning needs of all students.
Adapting instructional plans and curricular materials to meet the assessed learning needs of all students.
REFLECTION QUESTIONS

Learning Objectives
What are some ways these objectives were appropriate for your students, including your EL and Special Populations students?
In what ways were these objectives not appropriate?
How might these objectives relate to what students have learned and what you plan to do in the future?
Anticipatory Set
What are some ways your strategies for building student interest were effective/ineffective?
What are some strategies you might use in the future?
Instruction
In what ways were your instructional strategies, activities, groupings, and closure effective/ineffective?
In the future, what are some instructional strategies, activities, groupings, and closure you might use?
What are some ways in which students were able to share their learning?
Materials
What are some ways your materials were effective/ineffective?
What are some materials you might use in the future?
Assessment
How effective were your assessment strategies in measuring the student learning objectives for all students, including any identified
distinct learners?
How might you assess student learning in the future?

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