Baldwin-Wallace University/School of Education/Science Lesson-Plan Template

I. Topic: Interactions Within Ecosystems Grade Level: 5 Date: 11/12/17

II. Alignment to Standards:

A. Ohio’s Science Learning Standards:

LS.5.1: Ecosystems. Organisms perform a variety of roles in an ecosystem.

B. Ohio Writing/Reading Standards for Science/Technology:

RL.5.8 (Not applicable to literature)

C. College & Career Readiness Standards/Career Connections:

IOD 302. Understand basic scientific terminology

D. 2017 Ohio Learning Standards for Technology:

Create artifacts using digital learning tools and resources to demonstrate knowledge.

III. Central focus of the learning segment/lesson set/unit:

The central focus of this lesson is to show students different organisms interact every day
to form different food webs/chains. The goal is to help them understand humans are a part of it
too.

IV. Learning Objective(s)/Target(s): By the end of the class/unit, the students will:
A. By the end of class, students will be able to analyze the food they have eaten and identify
which levels are predators and which levels are prey.

V. Assessment/s (Note: Both the learning objective and summative assessment/s are aligned to
each other. All formative assessments are aligned to the summative assessment.)

A. Formative assessments during the lesson:

 The formative assessment is the blank food chain students will be filling in I have
provided the students. This will help me identify whether the students need more
review on different levels of the food chain. I will also be asking the students
different poll questions.
B. Summative assessments (end of learning segment or unit):
 This lesson is part of a unit for the week. The summative assessment is students
working collaboratively in groups to create their own food webs.

VI. Academic Language:

A. Function(s):
Analyze
Write
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 Comprehension

B. Content vocabulary (syntax & vocabulary specific to discipline):

Predator- an organism that eats another organism
Prey- an organism that is eaten by another organism

VII. Materials/Candidate Resources

Projector, worksheet, power point, pencil,

VIII. Behavior Expectations (for 300-level and 400-level courses only):

A. Classroom Management Strategies:
Students will be remaining in their seats throughout the lesson. If the students begin to
talk while I am I will initiate their silent signal.
B. Safety Concerns:
Students should keep to themselves while sitting and only leave their seat if they have the
teacher’s permission.
C. Manipulatives & Equipment:
The only person that should be using the computer or projector is the teacher.

IX. PROCEDURES (Be explicit. List anticipated time for each step in the lesson from
motivation hook through closure).
A. Motivation/Hook:
Hooks may be inserted at any time during the lesson. A class period does not have to begin with a
hook, but your students must always be motivated. Motivation begins by focusing your students’
attention and setting the stage for what you will do.
 Begin your class by tying it to a past class or common experience. Where were we? Where are we
headed? Why are we going there?
 What will we learn today (I Can/SWBAT statements, etc.)?
Do not restate your objectives. Relate what you will say to your students to “set the stage” for
what they will learn.
 How will this be accomplished?
Phrase this for the benefit of your students. This is a general statement (or two) about today’s
class.
 If appropriate or if the subject is new to your students, use a hook (video, visual imagery, mini, image,
famous quote, etc.) to help them relate, get excited, prepare, or see the purpose for learning what they
will be taught today. If new material will not be presented until later in the class, the hook may be
saved or another one added at this time.

The motivational hook for this lesson will be a voki of a chef who is asking the students
to help him find where his ingredients fall in a food web. This lesson is new to the
students and we are using what the students ate for breakfast or lunch that day as a part
of the mini lab.

B. Instructional Strategies: For each instructional strategy, describe what you, the teacher
will do/say and what the student/s will do. (Note: Add as many additional rows as
necessary.)
Points to remember:

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  Science-Method Candidates are reminded to include the science lesson requirements (instructional
strategies) in the lesson plan; identify the requirements by using the names that were used in class;
and to bold/highlight/italicize each of the names (Example: Classroom Poll).
 Although formative assessments should be used informally throughout the lesson, periodically, they
should be included as a formal step in the lesson plan.
 Although not a separate instructional step, transition is a process that is needed between shifts that
occur in instructional strategies. Transition includes closing the current activity; providing a reason
for a change in instruction; and introducing the new activity (Closure; Where are we headed & why
are we going there).
 Science lessons should be centered on projects or activities that allow students to be engaged in the
learning process.
 Seymour Papert may be the best to cite for Project/Problem-based Learning and Constructionist
pedagogy. Look also at Jean Piaget, John Dewey and Jerome Brewer

Name of Strategy & What the student is Theorist/ Differentiation Anticipated

Transition expected to do: Best Practice (one or more of the Time
following groups: (minutes)
above level; below
level; ESL; urban or
rural disadvantaged);
VARK/T*
I have created a voki The students are Gardners- N/A 2 min
that is related to the expected to listen visual and
subject we will be quietly in their seats auditory
discussing throughout while the voki is learners
the lesson. The will help speaking
the teacher gain
attention. Details are
mentioned in the
motivational hook.
I will pull up a live Students are expected Gardners- For students who prefer 3 min
binder immediately to listen quietly when visual and to see the objectives
following the voki to the teacher is speaking. auditory throughout the lesson I
show the students which learners will write them on the
standards we will be board as well.
covering in class today Blooms- higher
along with the learning levels of
objectives. The live thinking
binder will be used to
inform the students the
objectives.
“How many of you like Students are expected Gardner- N/A 2 min
to eat lunch! Can one of to listen quietly when intrapersonal
you tell me what you ate the teacher is speaking. learners

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for lunch today?” all When I ask questions
students love to talk the proper way to
about food so hopefully answer is to raise their
the transition will get hands.
the attention of all
students. This will help
be the base of the min
lab. We will be using
whatever animal was
eaten for meat during
lunch to begin the food
chain. The students will
have a small group
discussion about the
mini lab to help their
classmates get started.
The mini lab the class Students will be asked Gardners- Below level learners 8 min
will be conducting will to pull out a pencil and interpersonal will be provided with a
be at the very beginning sheet of paper. learners list of animals that are
of class. Most of the Depending how the below and above the
lesson will be based off students answer the Blooms- higher animal in food chain so
the answers the students transition question will level thinking they just need to place
give for the lab. I will determine how the food them in the correct spot.
ask the students the chain begins. The
brainstorm and thin of students need to keep
organisms that animal their voices at a voice
eat and organisms that level one and keep
would possible eat it. conversation strictly
The students already about creating the food
understand what a food chain. The students
chain is. I will then ask should have a variety
them to use the of answers to complete
information they the food chain.
brainstormed to create a
food chain. They may
work with their elbow
partner throughout this
activity. I will pull up an
example on the board to
stimulate prior
knowledge.
Once I feel the students Student are to decide Blooms- higher If students do not want 2 min
are either finished or what they believe is the level thinking to do it in front of other
finishing up I will correct answer and then students they may write
transition to the place their thumb the on a piece of paper and
informational part of the correct way. give it to me.

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lesson. I will begin by Gardner-
asking the poll question, auditory
“Do you believe humans learners
are the predator or the
prey in the food chain
you created?” thumbs up
for predator, thumbs
down for prey. I will ask
them to try and
remember which way
they place their thumb.
The poll question will Students are expected Gardner-visual Below level learners 8 min
help transition to the to listen quietly when learners will receive a copy of
present the content the teacher is speaking. the power point slide.
portion of the lesson. I When I ask questions Marzano-
will have a power point the proper way to teacher peer
slide created that answer is to raise their relationships
explains both definitions hands.
of predator and prey.
Once I have completed Student are to decide Blooms- higher If students do not want 2 min
the information on that what they believe is the level thinking to do it in front of other
slide, I will re-ask the correct answer and then students they may write
poll question, “Do you place their thumb the Gardner- on a piece of paper and
believe humans are the correct way. linguistic give it to me.
predator or the prey in learners
the food chain you
created?” thumbs up for
predator, thumbs down
for prey. Hopefully the
students that were
wrong the first time will
switch their thumbs.
The students who still Students are expected Gardner- Below level learners 5 min
have the wrong answer to listen quietly when linguistic will receive a copy of
we will discuss and the teacher is speaking. learners and the discussion points
provide feedback on When I ask questions auditory and important things
how to determine what the proper way to learners that were stated
organisms are predator answer is to raise their throughout the
and prey. I will then use hands. It students discussion.
the discussion to would like to make a
transition back to the comment and add to
mini lab by stating, the discussion they
“Let’s practice some should raise their hand
more examples of for that as well.
predator and prey on our
own food chains”

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I will ask the students to Students should have Blooms- higher Below level learners 5 min
give examples that they their food chains out level thinking will receive a copy of
used on their food and be raising their the discussion points
chains. We will use hands to give examples and important things
these examples to create or if they have a that were stated
discussion on question. throughout the
predator/prey discussion.
relationships.
I will transition from the Students should have Gardner- Below level learners ----
discussion to the their food chains out intrapersonal will not have as many
worksheet by stating, and be raising their learners examples to complete.
“Let’s continue hands to give examples
practicing by working or if they have a
on this worksheet to question.
help your knowledge
stick.”
I will pass out a Students should be Blooms- higher Below level learners 10 min
worksheet that has working on the level thinking will not have as many
different example of worksheet by examples to complete.
interactions between themselves. The voice Gardner-
organisms. The students level should be a one. intrapersonal
will be asked to If they have any learners
determine which of the questions they can raise
organisms is the their hand and I will
predator and prey. This come to them.
worksheet will be used
as elicit performance. I
will also be grading it so
I can assess
performance.
While the students are Students should Blooms- higher Below level learners ----
working on the complete this level thinking will not have as many
worksheet I will hand worksheet and examples to complete.
out the homework. It homework for class the Gardner-
will be very similar to next day. intrapersonal
the in-class worksheet learners
so they may use that as
learning guidance. The
homework will be used
to enhance retention.
*VARK/T = visual, audio-lingual, reading, kinesthetic/tactile learning styles

C. Review/Closure
 I will ask the students to complete an exit slip where I will put a relationship on the
board and they must determine what is predator and what is the prey.

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X. SCIENCE-METHODS -REFLECTIONS
Pre-Lesson:
Project-Based Learning
All science lessons must be based on activities that engage the students in the lesson and teach the necessary skills
that are required of students to explore and research independently and resolve 21 st Century problems. Although
activities should be included in all lessons, class schedules may make it necessary to separate lessons from the day
of the activity.
What activity/project is being used as the foundation for this lesson?
Students will be asked for a mini lab what they had for lunch that day. The lunch will always
contain some kind of meat in it, (ex. Burger-cow). The students will be creating a food chain and
then throughout the lesson it will form into food web.
CART D
When planning their unit lessons, Science Methods’ candidates must address the five cognitive demands that are
required of all science educators. This is one of several stipulations required by the Ohio Board of Education. These
demands are represented by the acronym, CART D*. Although not every demand can be met on a daily basis,
attempts to attain this target during any given lesson are considered “best practice”.
Where in your lesson did you address CART D? Write the instructional strategies that will be used to
address these concerns next to each of the appropriate letters (Candidates are reminded that the major difference
between application & demonstration is that applications are relative to real-world situations). Be prepared to
support your listings with additional information and insight when discussing CART D with your Cooperating
Teacher.
C: think pair share
A: mini lab
R: mini lab
T: there were multiple applications of technology
D: students created their own food webs
Gagne’s Nine Events of Instruction
Where in your lesson did you address these Nine Events? Write the instructional strategies that will be used to
address these concerns next to each of the appropriate symbols. Be prepared to support your listings with additional
information and insight when discussing these Nine Events with your Cooperating Teacher. Although all Nine
Events should be addressed during each lesson, candidates are reminded that each of these Nine Events must be
satisfied at least one time by using appropriate technology sometime during the field experience.
1. GA: voki
2. I: Live binder
3. SR: I will show an example of a food chain.
4. PC: Power point
5. PLG: At the end of the lesson the worksheet will help the students create a guide
6. EP: The mini lab has the students starting with a food chain and working towards a food
web
7. PF: We will have a discussion where there will be feedback to students
8. AP: I will be grading the worksheet to make sure the students are on track
9. ER: I will enhance the retention by giving the students homework similar to the in class
worksheet
Post Lesson:
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 The Science Methods’ candidate is required to ask his/her Cooperating Teacher for feedback
about how well he/she addressed CART D* during the lesson. The Cooperating Teacher should
provide comments and suggestions as to the candidate’s success and possible improvement in
this area and then circle the demands that were properly addressed during this candidate’s
lesson.

C A R T D

*Students are asked to: Communicate; Apply; Recall; use Technology (or engineering) to
resolve problems or support the learning process; and Demonstrate.

XI. Cooperating Teacher’s Review of Plans and Lesson

Please respond Yes or No to all of the following actions:

Y N  I have received these plans prior to the lesson at an agreed upon time for preview

 I have discussed the CART D lesson elements with my science-methods candidate and
Y N summarized his/her performance as indicated in the CART D section.

Y N  I have provided timely feedback about this lesson plan and its implementation

Signature of Cooperating Teacher: _____________________________

Date: __________

XII. GENERAL REFLECTIONS (For 300-level courses and beyond):

This section should be copied and pasted into a separate document and then word-processed
after the lesson. This section does not require the acknowledgement of the Cooperating Teacher
and may be attached to the original lesson at a later date.

1. Were today’s learning objectives/targets met for individuals, small groups, and the whole
class?
Yes todays learning objectives were met. The students were able to successfully describe
the relationship ship between predator and prey. They were also able to provide
examples.

2. What would you do differently if you could teach the class again to the same students?
(This could include changes in the organization of the lesson plan, strategies used,

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 addressing CART D, use of technology, use of differentiation, formative assessments and
closure.)
If I could teach the class again I would not do as many activities because the students wanted
to ask more questions but I felt like we were rushing through to cover activities.

3. Based on your questions, checks for understanding, and/or assessment data/analysis, what
will happen next for the entire class and for specific groups/individuals in this class?
The next step for the entire class is to learn more basic vocabulary words that apply to
food webs.

4. How close did the delivery and the planning of the lesson come to satisfying DRIVER
TIP √ ? Circle the areas that were addressed and offer solutions for those that were not.

D R I V E R T T I P √