Supervisor Observation Lesson Plan Cycle 3

USF Elementary Education Lesson Plan Template (S 2014) Name: _Luissette Lopez___________________________
Grade Level Being Taught: 5th Subject/Content: Science/How Group Size: Date of Lesson: April 2, 2018
animals survive and change Whole Class
Lesson Content
What Standards (national or SC.5.L.15.1
state) relate to this lesson? Describe how, when the environment changes, differences between individuals allow some plants and
(You should include ALL applicable animals to survive and reproduce while others die or move to new locations.
standards. Rarely do teachers use
just one: they’d never get through NOS
them all.)  Science models, laws, mechanisms, and theories explain natural phenomena
 Science is a way of knowing
 Scientific knowledge assumes order and consistency in natural systems
 Science is a human endeavor
 Science addresses questions about the natural and material world
Science and Engineering Practices

 Asking Questions and Defining Problems - Ask questions that can be investigated and predict
reasonable outcomes based on patterns such as cause and effect relationships.
 Analyzing and Interpreting Data - Represent data in tables and/ or various graphical displays (bar
graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships.
 Obtaining, Evaluating, and Communicating Information - Read and comprehend grade-
appropriate complex texts and/or other reliable media to summarize and obtain scientific and
technical ideas and describe how they are supported by evidence.
Essential Understanding  How do organisms adapt to changes in the environment?

(What is the big idea or essential  How do adaptations help plants and animals survive?
question that you want students to  How do changes in the environment affect plants and animals?
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you Given several text reading passages, the student will be able to:
teaching?
(Student-centered: What will  Identify differences among individuals in plant or animal species
students know and be able to do  Explain how characteristics can become more common in a population when the environment
after this lesson? Include the changes
ABCD’s of objectives: action,

behavior, condition, and degree of by correctly explaining what they learned from the text and from their peers.
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale I am teaching this objective because it is part of a larger unit on how living things survive and change. This
Address the following questions: unit is part of the 5th grade curriculum map for the standards benchmark stated above. I am teaching this
 Why are you teaching this lesson as a jigsaw lesson to get the most out of the limited time I have to teach the remaining units. It is
objective? important for students to learn and understand this lesson because they are assessed annually on these
 Where does this lesson fit benchmarks.
within a larger plan?
 Why are you teaching it this
way?
 Why is it important for
students to learn this concept?
Evaluation Plan- How will you Formative Assessment – During group collaboration, I will walk around and assess student engagement
know students have mastered and collaboration, ask probing questions, and have the students share their thinking.
your objectives?
Summative Assessment – Students will be given an exit ticket to show what they have learned during the
Address the following: jigsaw activity. The questions will be collected and assessed to determine further learning and teaching
 What formative evidence will requirements.
you use to document student
learning during this lesson?
 What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is The teacher must read and be able to explain the information that will be asked of the students in the
necessary for a teacher to teach NATGEO text, as well as additional information that can be used as other examples.
this material?
What background knowledge is  Students should recognize that adaptations and differences allow plants and animals survive in
necessary for a student to their environments.
successfully meet these  They should have learned and be able to explain the following vocabulary terms: behavior,
objectives? instinct, learning, communication, and habit, as they relate to how living things survive and
change.
 How will you ensure students’  Students have learned this in a previous lesson and created a foldable with the proper background
have this previous knowledge? information necessary for the lesson.
 Who are your learners?
 What do you know about them?
 What do you know about their
readiness for this content?
What misconceptions might Students may believe that animals make deliberate choices to pass on characteristics to their offspring to
students have about this content? help them survive. No animals – including humans – can choose which inherited physical characteristic to
pass on to offspring when reproducing.
Lesson Implementation
Teaching Methods
(What teaching method(s) will you I will teach this lesson as inquiry-based instruction, using the “jigsaw” method.
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)
5 Mins Teacher 1. Introduce the lesson.
Where applicable, be sure to 2. Explain: Today we will continue to learn about how animals survive
address the following: and change by (state the objectives) identifying differences among
 What Higher Order Thinking individuals in plant and animal species and explaining how
(H.O.T.) questions will you ask? characteristics can become more common in a population when the
 How will materials be environment changes.
distributed? 3. Have students take out their NATGEO Science textbooks.
 Who will work together in 4. Inform the students that they will be utilizing the jigsaw method to learn
groups and how will you todays lesson.
determine the grouping? 5. Quickly review the procedures for the jigsaw method (students have
 How will students transition done this before). Explain: “You will work in your table groups. I will
between activities? assign each of you a different page of your text to read and take notes.
 What will you as the teacher do? Then you will switch to groups that share your reading assignment
 What will the students do? and you will collaborate and become “experts” in your assigned
 What student data will be reading. You will then go back to your original group and take turns
collected during each phase? “teaching” your group about your area of expertise. Pay special
 What are other adults in the attention to all group members input, because you will be assessed on
room doing? How are they everything you have learned within your group and not just the
supporting students’ learning? section you have been assigned.”
 What model of co-teaching are 6. Assign the students in each group of four a letter from A- D.
you using? 7. Pass out the worksheets (1 worksheet, A-D per group) for students to
take notes and answer questions.
2 Mins Student 8. Have each student read the questions they will answer before they begin
reading. (Set timer 2 minutes)
10 Students 9. Read the assigned page in the text and take notes by answering the
Mins questions. (Set timer 10 minutes)
10 Students 10. Students will switch into their corresponding letter groups and discuss
Mins their notes/responses. (Set timer 10 minutes)
11. Explain to the students that they will take additional notes and clarify
any information they may have to contribute, or they may have
missed based on their discussion with their peers.
12 Students 12. Students will switch back to their original groups and each group
Mins member will have three minutes to teach their specific area of expertise.
(Set timer 3 minutes per group member)
13. Explain that students should take notes on the back of their
worksheet when they are being briefed by another student.
14. Hand out exit ticket – What I learned
6 Mins Students
15. Students will be given 6 minutes to complete the questions about what
they learned from their classmates. Adjust time if necessary.
16. Collect exit tickets and thank students for their excellent teaching
skills and collaborative efforts.
What will you do if… …a student struggles with the content? If a student struggles with the content they will have their peers
assisting them with their learning. I will walk around during the group activities to clarify and address
any misconceptions and ask probing questions, if necessary. Students can be directed to the appropriate
location in the text for further guidance.
What will you do if… …a student masters the content quickly? Students will be working in groups with timed activities.
Those who master the content quickly will share their knowledge with others in the group, therefore they
will be engaged.
Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students? Students have been exposed to the jigsaw method previously and enjoyed the group
collaboration. They enjoy learning from each other, instead of always learning through direct instruction.
If applicable, how does this lesson connect to/reflect the local community? Students take control of
their learning, they become more responsible, more involved, and more successful within their
community of learners.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)? Students who require additional challenge will be asked probing questions and
instructed to provide other examples aside from what they have read in the text.
How will you differentiate instruction for students who need additional language support?
Students who require additional language support will be explained the requirements in more detail and
within their comprehensive ability by the teacher.
Accommodations (If needed) Students are already grouped into flexible ability groups based on their learning abilities/needs. Some
(What students need specific students with behavioral issues may be grouped with the teacher or another classmate, if required, to
accommodation? List individual avoid interruption of group work.
students (initials), and then explain
the accommodation(s) you will
implement for these unique

learners.)
Materials Jigsaw group handouts A-D
(What materials will you use? Why NATGEO Science textbook
did you choose these materials? Timer
Include any resources you used. Exit Ticket – What I learned handout
This can also include people!)

Supervisor Observation Lesson Plan Cycle 3

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Supervisor Observation Lesson Plan Cycle 3

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USF Elementary Education Lesson Plan Template (S 2014) Name: _Luissette Lopez___________________________

Science and Engineering Practices

Essential Understanding  How do organisms adapt to changes in the environment?

ABCD’s of objectives: action,

implement for these unique

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