Lesson Plan Project Part 2: Instructional Procedures

Name: Christina Haggerty

Anticipated Time and Dates for Lesson Teaching: _60_ minutes on _December 4th, 2017

Lesson Topic: From Molecules to Organisms: Structures and Processes

Grade Level: Fourth Grade

Performance Expectation: 4-LS1-1. Construct an argument that plants and animals have internal and
external structures that function to support survival, growth, behavior, and reproduction. [Clarification
Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung,
brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and
animal systems.]

Narrowed Lesson Focus: Interactions between consumers, producers, and decomposers have profound effects
on their environments and other living/non-living things around them.

Identify Lesson Plan to Modify and Adapt:

● http://forces.si.edu/main/pdf/2-5-weavingtheweb.

Objective for Lesson:

● The students will be able to identify processes within the food cycle and their contributions to their
environments.
● Students will be able to identify a consumer, a producer, and a decomposer and explain their roles.
● Students will be able to discuss how over-population of certain animals affects the environment.
● Students will be able to talk about how different structures between plants and animals causes them to
acquire food in different ways.

Phenomenon and Driving Question for Lesson:

 Phenomenon: Interactions between consumers, producers, and decomposers have profound effects on
their environments and other living/non-living things around them.
 Driving question: How do different animals interact with each other in the food chain? (Producers,
Consumers, and Decomposers)

Identify Lesson Plan Strengths:

● Modeling the Food Chain
○ This allows students to see how different living things interact and can aid the idea of these
effects on their environment. In it’s normal lesson plan, this would be hard for students who
have mobility issues, but I have modified it, so students may stay seated. There are also images
for students who are ELL or bilingual.
● Discussion of how food chain affects the environment
○ By discussing with peers, students are able to bring in their previous knowledge, while building it
with other students’ knowledge. This ensures that students are on the right path and can give
 teacher an idea of what to focus in on in their lesson. This also allows for students who may not
be good writers, or ELL students, to participate.
● Video with strong visuals that mimic what the narrator is saying.
○ Help students to understand the overall lesson, while introducing or reinforcing vocabulary that
they may already know, or need to know. Allows for students to develop an understanding of
concepts through visual representation, rather than just oral; i.e. I can say what a predator is,
but they will have a better understanding if they hear predator and see a cheetah take down a
gazelle.

Identify Lesson Plan Opportunities for Improvement:

● I would like to improve the video by editing it.
○ As a teacher, I want to be able to give my students the best opportunity for learning. I like the
video I have chosen, but I am not in love with it. It introduces key vocabulary and has helpful
reinforcing images, but I would like it to talk more about the effects on the environment.
● Larger discussion group
○ Our group discussion is very limited when I am only working with a few of the students. I think it
would be richer, intellectually, if we discussed in larger groups, like five or six. I have heard that
discussion dwindles at about nine students per group, so I would not want to make them that
big, but I want to give an opportunity for students to have as many outlets as they can.

Assessment Task:
In my assessment, I will be giving out a worksheet (below), this is part one of three. The students will
be giving four cards, they could be either producers, consumers, or decomposers and they, on their own, will
describe the interactions of each card with the other cards. As a group, I planned on having us all join back
together and talk about the connection they made which will help us draw a food web and discuss how over-
population of one type of animal can affect the environment. After this discussion, the students should have a
solid foundation of the differences of each group. This is when I will give them the final assignment, which will
be how I determined what they have learned. It will be the same exact worksheet with four pre-selected living
things that we have not talked about. The four animals will be the “Mouse”, “Clover”, “Eagle”, and “Snake”,
that I use as an example on the original worksheet. As stated in the grading portion, I will no be grading the
first column because I have already done that for them. I want to see how they interpret the other three and
how they answer the question about an over-population of mice.
 Name:__________________
Hungry, Hungry Animals
Directions: Your teacher will give you four cards that will have living things on them. Write down each card’s
animal down on the line and circle whether it is a “producer”, a “consumer”, or a “decomposer”. Hint: There
could be some that are more than one! Then you will write down what the other three cards can could do to it.
Example: Let’s say I have “Mouse”, “Snake”, “Clover”, and “Eagle”. This is how my column for “Mouse” would
look…
What is it? A mouse________________ Producer Consumer Decomposer
This is food for my card. These will eat my card. These will decompose my
Clover Snake card.
Eagle
Now you try!
What is it? ______________ Producer Consumer Decomposer
This is food for my card. These will eat my These will decompose my
card. card.

What is it? ______________ Producer Consumer Decomposer

This is food for my card. These will eat my These will decompose my
card. card.

What is it? ______________ Producer Consumer Decomposer

This is food for my card. These will eat my These will decompose my
card. card.

What is it? ______________ Producer Consumer Decomposer

This is food for my card. These will eat my These will decompose my
card. card.
Model Assessment Task:
Name: Christina Haggerty_______
Hungry, Hungry Animals
Directions: Your teacher will give you four cards that will have living things on them. Write down each card’s
animal down on the line and circle whether it is a “producer”, a “consumer”, or a “decomposer”. Hint: There
could be some that are more than one! Then you will write down what the other three cards can could do to it.
Example: Let’s say I have “Mouse”, “Snake”, “Clover”, and “Eagle”. This is how my column for “Mouse” would
look…
What is it? A mouse________________ Producer Consumer Decomposer
This is food for my card. These will eat my card. These will decompose my
Clover Snake card.
Eagle

What is it? A snake____________ Producer Consumer Decomposer

This is food for my card. These will eat my These will decompose my
card. card.
Mouse Eagle

What is it? Clover ____________ Producer Consumer Decomposer

This is food for my card. These will eat my These will decompose my
card. card.
Mouse

What is it? Eagle _____________ Producer Consumer Decomposer

This is food for my card. These will eat my These will decompose my
Mouse card. card.
Snake

Describe what would happen if the mouse population increased dramatically? Think of how the other
three group would be affected. Why?: ______________________________Check Students answer_____________________
Can/should include information on other populations shrinking or increasing, while also talking about
benefits and negatives to environment.________________________________________________ ___________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Scoring Guide for Analyzing Students’ Responses to the Assessment Task:
I will begiving them the worksheet at the end so I can score it. Because I am using the example cards from the
original worksheet, I am only scoring what they put down for the “Eagle”, “Snake”, and “Clover” box.
The total assignment is worth 15 points.

Full points Half of total points No points

What is it? (.33 points Wrote down card’s Left blank with no idea
each) living thing on the line. of which producers,
consumer, or
decomposer.

Producer, Consumer, or Circles all possible Only circles some of the Circles wrong
Decomposer (1 points answers. answers correctly or too answer(s).
each) many.
Food for my Card, Eats Writes all correct Doesn’t write all correct Leaves blank or writes
my Card, Decomposes answers. answers. (Some correct, all incorrect answers.
my Card (1 point each some not; not all
column) possible are written)
Wrapping up question Talks about other three Only talks about some Does not mention other
(2 points) cards; Clover of the other groups. groups. Mentions
population decreases, incorrectly.
Snakes and Eagles have
more opportunity for
food.

Completing the Lesson Plan:

Equitable sense-making pedagogical practices

Think-pair shares where students are able to hear and share their partner’s ideas
Have students build on (add to, respond to) someone else’s idea or experience
De-center the teacher as the person with the wisdom by using talk moves like, “Well what do
you think?”
Ask students to debrief (in whole group) the “peer leader moments” they witnessed (“shout
outs”)
Individual predictions prior to experience/reflections after (prior to group discussions)
Instructional Procedures Chart
Activity & Procedures: What the Teacher and Students will DO and SAY Considerations for
Time TEACHER SAYS AND DOES STUDENTS SAY AND DO diverse learners
“Hello, everyone! We will be doing
our Science lesson today, but
I am giving this
before we begin we are going to
verbal command
go over some expectations I have
Students will be seated at because I think it will
for you guys. We will be doing a
their desks. Students should grab their attention. I
Setting lot of discussion, so we must be
listen, Calvin and Suzie will think that having a
Behavior polite while others are talking. We
probably be a little fidgety. sudden change in
Expectations want to discuss, not argue. When I
Suzie will probably raise her mood will hint to
[1 min.] want to bring us back together, I
hand and say “1,2. All eyes Calvin, who is
will say ‘1,2,3. All eyes on me.’
on you!” bilingual, when to
Does anyone know what to say
look a me or whoever
after that?”
is speaking.
Wait for a response.
“That is exactly right!”
“Does anyone what living things
need to survive?”
Looks at students.
“I heard [word that involves living
things eating living things], so
Discussions are nice
what does this have to do with the
Calvin or Suzie will probably for bilingual students
environment and how other living
call things out. because they can
Probing/Pressin things interact?”
“Plants, Predator, Prey, follow along easily,
g Student ideas As they finish us that statement, I
Consumer, Decomposer, compared to reading
about answers will pull up on the overhead
Producer, Ants, Animals”. I and trying to
to the Driving projector and have a video
expect any number of these. comprehend. He will
Question waiting for them to watch.
“Some animals eat plants or also be able to ask
[3 min.] “Alright, we are going to start of
other animals, and that questions freely and
by watching a video.” Pass out
can….” discuss ideas he may
two column sheets that will be
have.
used in the activity, nothing fancy
so they will receive these face-
up, not face-down. “Remember,
this is what you think, not your
partner.”
Activity 1 – “We are going to do something From observing Hobbes in I like having the video
Silent Video really fun. Has anyone heard of a the classroom setting, he because I feel like
silent film?” Wait for responses. seems very knowledgeable images are universal
[5 minutes] “It’s okay if you haven’t, but in the in technology and history. and everyone can
past, films didn’t have sound. This He should know what a have an idea of what
[Predictions video has sound, but we are going silent film is. happens in an image.
and to watch it without sound, first. Students will receive the Hobbes wears
Observations of On your worksheet…” Gestures to worksheet and wait for the glasses, so if he
a silent film, to first column. film to start. Once it does, forgets that we could
 pick up key “In the first column I want you to they should write images potentially have
details or write down anything interesting the notice and, after, what some issues. It will be
images.] that you see or what you think this they think it means. on my personal
video is about. The video is short, Calvin made need additional laptop, so they
so make sure you only write down time to finish. He is a should be able to see
notes, not sentences, or you could bilingual student. it quite clearly.
miss something. I’ll give you some
time after to make sentences if
you need.”
Give students time, as will fit in
the lesson.
Students have at least two
“Now that we have some ideas
or three things listed in their
about with this video was about,
first column before
we are going to watch it with the
beginning this.
sound. So, on your worksheet…”
Students should be listening
Gestures to second column.
to instructions and
“Write down some interesting
Activity 2 – Film following along. Their eyes
things that you have learned now
with Sound should be on the teacher,
that you can hear the video. Was
not on things around the The idea with this is
it different from what you
[7 minutes] room. Use “1,2,3. Eyes on so students could
thought? If so, write that down. Be
me.” If they are not. make observations
as detailed as possible.”
[Observation of Students should begin about what was
Look to see if everyone is ready,
the film and watching a writing as the happening in the film
begins film.
receiving an film is replayed but with and then compare
explanation for sound. them to what is
images and happening based on
Allow for extra time to finish up
what the key Calvin and Suzie will what the narrator is
thought before continuing.
details for the probably participate the saying.
Do a brief discussion on what
lesson are. ] most in this. Call on Hobbes
they think the film was about and
and ask if he saw or heard
why it’s important. This should
anything interesting in the
last no longer than five minutes.
film. Ask him if he
“What do you think was important
recognized any of the
in the video that we just
vocabulary that the narrator
watched?”
used. Other students
should participate.
Activity 3 – “I will now be giving you guys four A “passer” will be selected This is an individual,
Hungry, Hungry different cards and a worksheet. and will give each student a written assignment,
Animals This is not groupwork and you folder that contains a which could make it
Activity each have different cards. If you worksheet and four cards. tricky for a bilingual
need help with the directions, Suzie loves cats, so she will student. I am using
[10 minutes] please raise your hand.” probably have a member of cards that have
Hand materials to a passer. The the “Big Cat” family in her images on it for
[See how “passer” should be a student who grouping. Calvin loves students who may
students bring has been focused throughout the insects, so I will be sure to not know what
in their own lesson so far. include those in his. Hobbes certain animal name
experiences.] “Do you guys want me to read the is one of the few students I are. This could
directions as a group or by have not worked with and include, “Bison”,
 yourselves?” he missed our Science Talk, “Black-eyed Susan”,
Read/Not read the instructions to so I will give him a variety. I etc. They will still be
the children. am anticipating them to like able to participate if
“When you’re done raise your their animals and for them they have an idea of
thumb up.” to want me to read the what the living thing
Let them work for a few minutes directions. is.
individually.
“Okay let’s discuss what we got.”

“Okay you guys are going to get in

groups of 3, and you will talk
about your own animals and some
connections you have made. Allow the children to discuss
Notice how your folders are three their answers. This should
different colors. There are be student-led so they can
numbers on the top hand corner. bring in their own
The same number is your group.” experiences and ideas.
Allow students to get into their I am anticipating that they
group. will get off topic. When the
Activity 4 – Like I stated before,
teacher nudges them in the
Hungry, Hungry discussions are nice
Do not correct them unless it is right direction they may talk
Animals for bilingual students
completely wrong, allow the about facts about other
Discussion because they can
children to develop their own animals and then hopefully
follow along easily,
ideas. Nudge them in the right connect it to the animals
[5 minutes] compared to reading
direction. they are talking about.
and trying to
I am expecting them to get off- Calvin has a bad habit of
[Allows comprehend. He will
topic and start talking about going off-track, but Suzie is
students to also be able to ask
different animals other than the good at connecting his
compare questions freely and
ones they have. (Ants, termite, thoughts to the overall
observations] discuss ideas he may
etc. like in our Science Talk.) lesson.
have.
If this happens, ask how their
animal would interact with that, I’m expecting Suzie to know
or how that might fit into the that this is called a “food
food chain. web.” She seems to have a
“1,2,3 Eyes on me! *wait for eyes* lot of previous knowledge
Now that we have talked about about plant and animal
your cards as individuals, let’s science.
discuss how they all work
together. What might these
connections be called?”
Activity 5 – “On this sheet I want you guys to My students should be quite This has a discussion
Connecting the write down every card we have eager to this because they aspect that allows
food web used and I want us to discuss all of like to work together. They the students to talk
the possible connections. Notice will probably make some about what they put
[15 minutes] that there is a sun and a human errors, but for the most part down, why they did
added onto our circle. How might they should do well. This is that, and their
[Based on their this change our food web?” also mostly student led. reasonings. I don’t
observations of Wait for student responses. Suzie, I suspect, will be the have to ask them
the discussion, Nudge at the idea of plants first to finish, but I will questions because
students should needing food and how they might probably tell her there are a they will ask each
use their get that with the Sun. few more possibilities. other that. Also
experiences to “Let’s try connecting all of the Calvin will probably have allows my bilingual
connect their cards. Try to find at least three the most trouble because student to ask
animals to a connections to the Sun and the his scientific-knowledge is questions and receive
larger food human.” somewhat lacking. feedback from
web.] classmates.

This activity is nice

“Now that we’ve done several
because it is the
connections, I would like you guys
same format as an
to try, on your own, with four Students will probably ask if
activity we have
animals we have not done. Please this is graded. Tell them no.
already done so they
Assessment use your folders to hide your They may get anxious,
should be
Task answers from your table partners. otherwise. Students will
comfortable with it.
[15 min.] When you are done you may put open their folders and begin
It should not take too
your paper into the folder and work. I suspect Calvin will
long because they
return to your seat!” Folder need help. All will be well!
only do work for
should already be with them, no
three of the living
need to pass out anything.
things.

Sources Used:
Cannata, A., Diminich, J., Hagopian, M., Kennedy, A., Kuehner, D., Powers, J., . . . Warner, N. (2017). Weaving
the Web - Forces of Change. Retrieved November 24, 2017, from
http://www.bing.com/cr?IG=AECDA89CE66647C7ABE2C80C63A0B6CA&CID=2110D2E521636DFF27CBD9A120
656CEF&rd=1&h=0O5ZcLMd77gpUxsBKRXC_G0TFwZY98TDQwVEq0Mx_fk&v=1&r=http%3a%2f%2fforces.si.ed
u%2fmain%2fpdf%2f2-5-WeavingTheWeb.pdf&p=DevEx,5037.1

4th Grade. (2005-2017). Retrieved November 24, 2017, from

https://www.myhaikuclass.com/MrsBilyeu/4thgrade/cms_page/view/1637745

Next Generation Science Standards. 4-LS1-1 From Molecules to Organisms: Structures and Processes. Retrieved
November 12, 2017, from https://nextgenscience.org/pe/4-ls1-1-molecules-organisms-structures-and-
processes
LPP Part 2 Scoring Rubric

LESSON INTRODUCTION (2 pts) 1 pt .75 pts .50 pts .25 pts

Exemplary High Good Below
Quality Quality Quality Expected
Quality

The lesson includes a plan for setting the norms and expectations
for both participation (discussion norms) AND behavior during the
lesson.

The anchoring phenomenon and driving question are introduced to

the students. Students are asked to consider and share their initial
understandings about the driving question.

TEACHING ACTIVITIES (4 pts) 1 pt .75 pts .50 pts .25 pts

Exemplary High Good Below
Quality Quality Quality Expected
Quality

The lesson contains a clear teacher-supported opportunity to share

and discuss data or observations, and organize, sort, or represent
that data using charts, graphs, tables, etc.

The lesson contains a clear teacher-supported discussion in which

students work together to identify patterns in their data or
observations.

The lesson contains a clear teacher-supported discussion in which

students work together to use the patterns to explain how or why
something happens, predict a new event, solve a problem.

The lesson contains a clear opportunity for students to engage in at

least one of the science and engineering practices and/or identify
connections to a cross-cutting concept (if appropriate).

ASSESSMENT DESIGN (3 pts) 1 pt .75 pts .50 pts .25 pts

Exemplary High Good Below
Quality Quality Quality Expected
Quality

The assessment task engages students in meaningful and thoughtful

work with elaborated responses that demonstrate a deep
understanding of at least one of the science and engineering
practices and/or identify connections to a cross-cutting concept (if
appropriate). The task is likely to elicit rich information that will
allow evaluation with respect to the assessment objective. All
students can participate and complete the assessment task.

A completed assessment task example is provided, including

example responses for all aspects of the assessment task.

The scoring guide includes the specific details you will look for in a
student’s response.

EMPHASIS ON STUDENT THINKING (3 pts) 1 pt .75 pts .50 pts .25 pts
Exemplary High Good Below
Quality Quality Quality Expected
Quality

Anticipated student performances and responses are thoughtful,

reasonable, and specific. Student responses are specified in terms of
intellectual engagement, rather than behavioral, engagement with
the lesson. (How should students be talking to demonstrate
understanding of each part of the lesson?)

Multiple thoughtful considerations are specified for the identified

accountability group. These may include modifications and
accommodations for students with specific academic, physical,
linguistic and social needs. They also may include activity structures
or topics that you selected intentionally for students your group.

Students’ Funds of Knowledge have been thoughtfully incorporated

into the lesson plan.

DETAILED WRITING AND PLANNING (3 pts) 1 pt .75 pts .50 pts .25 pts
Exemplary High Good Below
Quality Quality Quality Expected
Quality

The strengths and areas in need of improvement are clear and

explicitly connect to the LPP Overview document and/or topics
covered in class.

Times for all activities and transitions are specified and are
reasonable for the age of the students.

The procedures for each activity and transition are clear and
detailed, including information about roles for all adults conducting
the lesson.