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Artifact #8: Science Lesson Plan

I believe that including a lesson plan from science is important as I already have other lesson

plans that demonstrate my competency in teaching and assessing both within the subjects of

math and English language arts. Including a science lesson plans shows that I am able to develop

lesson plans for various subjects and make them engaging and meaningful. The lesson included

is about animals and their ability to adapt to their environments in order to survive. This lesson

plan connects with the weekly planning document (artifact 4). The weekly planning document

briefly outlines the topics to be covered within the week, this lesson plan goes into depth about

what will be talked about during the first lesson.

Connections to Standards
INTASC Standards

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and

collaborative learning, and that encourage positive social interaction, active engagement

in learning, and self-motivation.

3(d) The teacher manages the learning environment to actively and equitably

engage learners by organizing, allocating, and coordinating the resources of time, space,

and learners’ attention.

NYS ETHICS

Principle 2: Educators Create, support and maintain challenging learning

environments for all.

Educators create, support, and maintain challenging learning environments for all.

Educators apply their professional knowledge to promote student learning. They know
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the curriculum and utilize a range of strategies and assessments to address differences.

Educators develop and implement programs based upon a strong understanding of human

development and learning theory. They support a challenging learning environment. They

advocate for necessary resources to teach to higher levels of learning. They establish and

maintain clear standards of behavior and civility. Educators are role models, displaying

the habits of mind and work necessary to develop and apply knowledge while

simultaneously displaying a curiosity and enthusiasm for learning. They invite students to

become active, inquisitive, and discerning individuals who reflect upon and monitor their

own learning.

The Ontario Ethical Teacher Standards

Care: The ethical standard of Care includes compassion, acceptance, interest and

insight for developing students' potential. Members express their commitment to students'

well-being and learning through positive influence, professional judgment and empathy

in practice.

P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies
A. Standards

Category: Interdependent Relationships in Ecosystems: Animals, Plants and

their Environment

Grade: 2

Standard and statement: K-ESS2-2. Construct an argument supported by evidence

for how plants and animals (including humans) can change the environment to meet

their needs.
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New York Standards

Standard 4: Science

Students will understand and apply scientific concepts, principles, and theories pertaining

to the physical setting and living environment and recognize the historical development

of ideas in science.

Ontario Ministry of Education Curriculum Expectations

A. Standards

Category: Understanding Life Systems Growth and Changes in Animals

Sub category: Relating science and technology to Society and the Environment

Grade: 2

Standard and statement: 1.1 identify positive and negative impacts that animals

have on humans (society) and the environment, form an opinion about one of them,

and suggest ways in which the impact can be minimized or enhanced

1.2 identify positive and negative impacts that different kinds of human activity

have on animals and where they live

TEAC/CAEP CLAIMS 1-3

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators

Council for Exceptional Children (CEC)

12. Participating in the Growth and dissemination of professional knowledge and

skills.
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Teacher Candidate’s Name: Mauro Di Fazio

Date: June 22nd, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: ___X____ Suburb: _______ Town:_______ Rural:
______

Grade level: __2____ Number of students in the class:___18_____

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students
that will affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications,
Classifications/Needs Students Pertinent IEP Goals
 Frequent check for understanding
Modifications and Adaptations  Visual organizers
 Elicit responses with student knows answer
2  Check progress and provide feedback within
first few minutes of assignment
 Maintain consistent schedule
 Point of similarities to previous learning and
works
 Use manipulatives
 Pre-teach/reteach
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
N/A

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

N/A

Subject and Lesson Topic: Science

Grade Level: 2 Lesson Duration: 30 minutes

Central Focus of the Learning Segment

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The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme,
essential question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices,
2016).

The central focus of this learning segment will be for students to identify how animals change their surrounding
environment to suit their needs and how they play a key role in the preservation of our environment.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt
2a)

During this learning segment students will access their prior knowledge of needs and characteristics of other
living things. Students will recall how animals need certain things (like food, water and shelter) to survive and
that some animals require different sources of food than others. Students will scaffold off of this knowledge
during this learning segment to incorporate how those characteristics and needs play a play role in the
preservation of the environment.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Students already have an understanding of roles that animals play within their environment. Students already
have a general understanding of the food chain and how all animal are connected. This learning segment will
challenge students to think about how certain animals can have an impact on our (human) survival as well.
Students will also be challenge din thinking about the various similarities and differences that animals make to
their environments to meet their needs and how they compare to the changes humans make.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA
Handbook, Task 1, Prompt 2b)

The students in the class are between 7 and 8 years old. At this age students are starting to understand that
things within our lives and within nature are connected. Students are beginning to realize that animals are very
important in the preservation of the environment and that they need to adapt in order to survive the changing
landscape. Students begin to rationalize that like human’s animals change their environments to meet their
needs but do it in a different way than we do. Students at this age also tend to get interested in animals and
living things,

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

For this lesson on animal’s adaptation to their environment and the roles they play students will be utilizing the
5-E model to scaffold off their existing knowledge of animals in the environment. Students will be able to engage
with the material being taught because they can see these animals and the examples in everyday life. Students
will be able to explore various animals and how the adapt to a changing environmental landscape. They will be
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able to Explain why some animals need to adapt to their environments and why some animals simply need to
migrate. Students will also be able to elaborate and expand their thinking in the tasks of the day and lastly
students will be evaluated through a partner assignment.

Curriculum Standards
NY:
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can
change the environment to meet their needs.

Ontario Curriculum Standard:

1.1 identify positive and negative impacts that animals have on humans (society) and the environment, form an
opinion about one of them, and suggest ways in which the impact can be minimized or enhanced
1.2 identify positive and negative impacts that different kinds of human activity have on animals and where they
live

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include
statements that identify what students will
be able to do by the end of the lesson and
are aligned to the standards identified
above.
Students will be able to identify the
changes that animals make to
themselves in order to survive their
environment and too meet their
needs.
Academic Language Demands
(edTPA Task 1, Prompt 4c)
Function Identify
Looking at your standards and
objectives, choose the one
Bloom’s word that best
describes the active learning
essential for students to develop
understanding of concepts
within your lesson.
Using formal and/or informal assessment If applicable, explain how you will adapt
tools, how will you evaluate and document assessments to allow students with
your students’ progress on each of the specific needs to demonstrate their
objectives? learning.
(edTPA Task 1, Prompt 5b)
I will formatively asses through  Frequent check for
observations during class understanding
discussions, and think-pair-share.  Visual organizers
Students will be given graphic  Elicit responses with student
organizers to show their knows answer
understanding of which animals  Check progress and provide
adapt to their environments and feedback within first few
which do not. Graphic organizers minutes of assignment
will also help be collected at the end  Maintain consistent schedule
 Point of similarities to
of the lesson to evaluate where
previous learning and works
students need further instruction or
 Use manipulatives
guidance.
 Pre-teach/reteach
Instructional Supports
Strategies teachers provide to help learners
understand, use, and practice the concepts
(edTPA Task 1, Prompt 4d)
Teacher will demonstrate how to
properly identify various animals and
whether they adapt to their
environments of migrate to new ones.
Teacher will also demonstrate how to
identify the impact animals have on
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their ecosystems and the important

Vocabulary
Key words and phrases students
need to be able to understand
and use
roles they play.
Adaptation Vocabulary will be modelled
Physical Adaptation throughout the lesson and provided on
Behavioral Adaptation the science word wall for students to
refer to not only for this lesson but for
Preservation of the
Environment future writing and comprehension
Migration assignments. Each time allowing the
Habitat student to scaffold on previous
knowledge.

Vocabulary will be added in future

Syntax
Describe ways in which students
will organize language
(symbols, words, phrases) to
convey meaning.
Discourse
How members of a discipline
talk, write, and participate in
knowledge construction and
communicate their
understanding of the concepts
The students will be using a
5-E model as well as
graphic organizer to help
them organize their
thought about which
animal adapt to their
environments and the key
roles they play in them.
Throughout the lesson
students will have the
opportunity to complete the
graphic organizer with a
partner.
lessons.
Students will be supported through the
use of a 5-E model (Engage, Explore,
Explain, Elaborate and Evaluate).
Students will also have graphic
organizer that will be provided which
will help them understand which
animals adapt to their environments
and which do not. These graphic
organizers will also help students
understand the impact animals have on
the environment and the roles they
play.
Teacher will model listening, sharing
and writing during the instruction and
discussion portions of the lesson.
Teacher will also guide students
through the 5-E model.

Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator

1. Teacher will ask, “what is the environment?”

a. Students responses will include:
b. “outside, trees, plants and animals,”
2. Teacher will ask students “what do people to do adapt
(change our way of living to survive) in winter?”
a. Students will reply with:
b. “wear a thick coat”, “put boots, hats and gloves
on”, “use a heater”, “stay inside”

3. Teacher will ask students “do animals adapt to their
environments?”
a. Students will reply with either “yes” or “no”
Instructional Procedures
1. Teacher will inform students that humans change their
environments to help meet their needs and that
animals do the same
a. Provide the example of how we build houses of
stone and wood to keep us warm and animals
build nests or dig holes to stay warm.
2. Teacher will inform students that animals are very
important to nature and the preservation of nature.
a. Provide the example of bees.
b. Teacher will say “bees fly around to flowers and
collect pollen and nectar. As they fly they
spread that pollen to other flowers so they can
grow and provide nectar. Without bees to do
this there would not be a lot of flowers”
3. Teacher will mention to students that animals much
like humans need to adapt otherwise they won’t
survive.
4. Teacher will inform students that there are two types
of adapting Physical adaptation and behavioral
adaptation.
a. Teacher will provide a description of both
physical and behavioral adaptation.
b. Teacher will say “physical adaptation is when an
animal changes the way it looks in order to
survive”
c. Teacher will say “behavioral adaptation is when
an animal changes how it behaves in nature”
5. Teacher will provide students with animal adaptations
handout (Appendix A). Teacher will use document
camera to go through this activity sheet with students.
(provide three ways that animals protect themselves
from predators)
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Teacher will conduct frequent check
for understanding by walking
around to various groups and
observing.
Visual organizers will be provided to
students.
Teacher will elicit responses with
student knows answer
Teacher will circulate class at groups
are working to check progress and
provide feedback within first few
minutes of assignment
Teacher will provide time frames for
work to be completed in order to
maintain consistent schedule
Point of similarities to previous
learning and works
Teacher will provide play money to
students who need a visual and
need to use manipulatives
Teacher will Pre-teach/reteach
to students to require it.
Anchor chart will be present and
within view of students to
reference if they have difficulty.
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6. Teacher will handout sorting animal’s handout

(Appendix B). Teacher will instruct students to
complete this on their own.
7. Teacher will explain that students will cut out the
animals at the bottom and glue them under the
appropriate heading of Migrate, hibernate, or adapt.
a. Teacher will say “does the lion migrate,
hibernate or adapt in its environment?”
b. Students will respond with one of the three
choices
c. Teacher will then show that the lion migrates.
8. When students have completed the handout the
teacher will take up the work.
9. Teacher will then continue on and do a brief review of
animal characteristics
a. Teacher will provide examples such as “some
animals have fur to keep them warm”
b. “some animals build nests”
10. Teacher will put students into pairs and assign them
two animals to conduct some research on.
a. Teacher will instruct students that they will be
required to compare two animals and how they
adapt to their environments. They also need to
find similarities which will be placed in the
middle circle.
b. Instruct students that they will have the
remainder of class time to complete the
assignment. (Appendix C)
11. Teacher will provide an example for students to view
using birds and geese
a. Teacher will instruct students that the facts for
birds go in the circle labeled “birds” and the
geese in the “geese” circle
b. Teacher will state that anything the two animals
have in common will go in the middle of where
the two circles overlap.
c. Teacher will say “for my example of birds and
geese in the middle I put they both migrate
south for the winter, because that’s is
something both animals do”
12. Throughout the independent work teacher will
circulate to the groups to ensure they are on the right
track and answer any questions that may arise.
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13. Teacher will collect question handouts at the end of

class.

Closure

Teacher will conclude the lesson by providing a review of what

they learned “Boys and girls today we talked about how
animals adapt to their environments in order to survive. We
also talked about how certain animals have very important
roles in nature and without them we are all affected. We
learned to separate animals based on whether they adapt,
migrate or hibernate and you conducted some research with
partners to learn about different animals which I will look at
tonight.”

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class
handouts, assignments, slides, and interactive white-board images.

 Animal adaptations worksheet

 http://song4u.info/adaptation-worksheet/
 identifying if animals migrate, hibernate or adapt worksheet
 https://www.google.ca/search?rlz=1C1CHBF_enCA725CA725&biw=1366&bih=635&tbm=is
ch&sa=1&ei=c5YqW8L_OovvjwToop7QAg&q=

sort+the+animals+hibernation%2C+adaptation+worksheet&oq=sort+the+animals+hibernation%2C
+adaptation+worksheet&gs:
 Venn Diagram comparing animal adaptations worksheet
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Appendix A: Animal Adaptations Worksheet

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Appendix B: Which Animals Migrate, Hibernate or Adapt Worksheet

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Appendix C: Compare/Contrast Animals and their environment Assignment

Names: ______________________________________________________________

Animal 2:
_____________________________-
Animal 1: ________________________
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1. What are some of the adaptations these two animals might have to make in
order to survive in their environments?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

__________________________________________

2. What are the key roles your animals play in nature? What kind of impact do

they make on the environment?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

__________________________________________

3. If one or both of your animals went extinct what would the impact on the

ecosystem be? Explain

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________