CSOE Lesson Plan Template

CSOE Lesson Plan Template

Part 1
GRADE 3rd grade

SUBJECT Science, 21 students: 13 girls and 8 boys, 3 at risk students, 3 English learners, 1
advanced learner.
Over the course of 2-3 days the students will be learning about bees and their impact
LESSON SUMMARY
on our ecosystem, and also learn about their impact on our gardens (locally) and in
our crops (globally).

Piaget's stage theory describes the cognitive development of children. Cognitive

How is Theory applied development involves changes in cognitive process and abilities. In Piaget's view,
in this lesson? early cognitive development involves processes based upon actions and later
progresses to changes in mental operations (Cherry, 2020).

ISTE Standards for Students How will you address the ISTE Standards for Students?
1.1 Empowered learner
Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their
learning goals, informed by the learning sciences.

1.7 Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others
and working effectively in teams locally and globally.

STATE or COMMON CORE How will you address your States or the Common Core standards?
3- LS2 Ecosystem: Interactions, Energy, and Dynamics

LS2.D: Social Interactions and Group Behavior

 Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary
dramatically in size (Note: Moved from K–2). (3-LS2-1)

ELA/Literacy —
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.  (3-LS2-
1)
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text,
using language that pertains to time, sequence, and cause/effect.  (3-LS2-1)
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS2-1)

MEASURABLE OBJECTIVE What will your students be able to do?

Version 2
05/2020
  Students will learn the basic information about bees, and will learn why they build their home using
hexagons.

 They will identify bees special abilities by watching the video presented and making a list as a class on
the board.

 They will understand the benefits of bees to the ecosystem by being able to state during class and
watching a video with information about the subject.

 Students will be presented with the main question to be answered about the topic like why are bees
important to our ecosystem? And why are their beehives hexagon shaped?

 Student will have access to books about the subject in front of class, and will also be able to use their
chromebook to access video and more information.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
I will be assessing knowledge by asking questions questions about the work the bees do and why they think it’s
important. At the end of the lesson the students will have an assessment with 8 multiple choice questions on
google classroom and they will have 2 questions where they will be required to write answers, regarding their
thoughts and giving information.

DIVERSE LEARNERS (Mixed Abilities)

1. How will your instruction support the diversity of learners in your classroom?
2. List the specific strategies you will use.
1. Students with 2. English Learners 3. Advanced Learners 4. At Risk
Disabilities I will put my English Will be left in their They will be left in their
With knowledge of learners in a group and assigned seating to work groups with so they have
students with disabilities will monitor their alone or with their table support for lessons and
in the class, they will be understanding by asking group they will be classwork, and I will
supported by their them directly, and then encouraged to write down assess their work as I go
caregivers and will be depending on their notes or sentences one by one to see how
watching the same answers will go over explaining their thoughts they are doing, maybe
informational videos with vocabulary and review in about the shape they spend more time helping.
the class. Spanish (if needed). chose. I will go over information
I will provide Spanish For the processing phase with them and check their
books about the subject I will encourage my list of information sit and
and students can also use advanced learners to do a help if needed. Offer
chromebook in class and small report about the support making the
use any language they subject, they can write project that involves
need. down important cutting.
information in report
format while also doing
the assigned work.

Version 2
05/2020
DIFFERENTIATION
 Differentiated instruction is not the same as individualized instruction.
 Differentiation allows students to show what they know in different ways.
1. Content 2. Process 3. Product
For English learners I can give The process will be shown in class The end product will can also be
them worksheets with Spanish where I will show them how to do it notes they take during class,
or other language directions and they can follow and I can go sentences they think are facts
besides the English directions. around class helping cut draw or about the bee and why they chose
glue. a certain shape at the end.

CLASSROOM MANAGEMENT
How will you create a healthy Students will be seating in groups of 4 for group support and group work
learning environment? and they can also work individually in the same setting, the materials they
will need will be in a community box in the middle of their desks for easy
access, use, and clean up.
How will you create and maintain a Student expectations will be learned and followed throughout the school
supportive and safe learning year, so students will know what to do and when to work as a group and
environment? when to work on their own.
How will you establish a climate of The seating will be changed if needed, but the students won’t have to move
learning? from their seats because my class will be already set up in groups of 4. I
will always invite students to ask questions and will ask if they need to see
the videos again.

OPENING (10 minutes – suggested)

How will you communicate what is I will present a video about bees and their use of hexagons for their
about to happen? How will you homes (the beehive) https://www.youtube.com/watch?v=QEzlsjAqADA to
communicate how it will happen? introduce the lesson and the bees and their jobs.
https://www.youtube.com/watch?v=VZV8Jq3ka4s
the third video would be: https://www.youtube.com/watch?v=7X1xIIyZw3M
which is a third way of retrieving information, besides books.
How will you communicate its After watching the videos I will ask them why they think it’s important we
importance? How will you have bees? I will ask let’s imagine there is no bees right now can humans
communicate connections to do their job? This lesson would probably take 2 or 3 days
previous & future lessons?
How will you engage students and I will create a worksheet with four spaces for them to try different shapes
capture their interest? that can create a beehive with the most use of space. So they can test for
themselves why a hexagon is the best shape for the beehive.

TIME TEACHER STUDENTS MATERIALS, STRATEGIES, &

10 Will be showing the videos or Students will watch and listen TECHNOLOGIES USED
minute important parts of the longer and will receive a handout they Paper
s video to summarize the bee and can draw on. Pencil
their work in our ecosystem. Over head
Computer

INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)

Version 2
05/2020
How will you introduce academic I will ask students about bees and will assess what they know first and then
language? give them information about them and introduce vocabulary like beehive,
honey, pollen, pollination, wax, hexagon.
What key points will you I will emphasize the importance of bees in pollination of crops and why it is
emphasize and reiterate? important.
How will you ensure that students Asking questions, asking them to take notes, and summarizing information
actively take-in information? after the video: making a list on the board.
How will you vary your approach Depending on needs I will change or go over instructions.
to make information accessible to With digital worksheets in different languages.
all students? How will you
differentiate your instruction for all
your learners?
Which potential Vocabulary words they don’t know.
misunderstandings will you Misunderstand directions.
anticipate? They won’t understand importance.
Why will students be engaged and I believe they will find it interesting to know where honey comes from, so
interested? the connection to their own life will make them want to know more about
bees and their work.
TIME TEACHER STUDENTS MATERIALS, STRATEGIES, &
10 Will be in front of the class or Will be answering questions TECHNOLOGIES USED
mins walking around to keep students about what they already know Overhead
engaged and listening to their about bees and why they think Pencils
ideas and answers. their job is important. Paper
worksheet

GUIDED PRACTICE (15 minutes – suggested)

How will you clearly state and model Students will know my expectations for their behavior since I will teach
behavioral expectations? them from the beginning of the year our routine when doing classwork.
How will you integrate the academic From the beginning going over vocabulary they will hear and need to
language? understand for the lesson.
How will you ensure that all I will show them first, and then I will give them opportunity to work
students have multiple opportunities individually on drawing their own hive or cutting out their own 3-d
to practice? hexagons.
How will you scaffold practice The first day will be a drawing, the second project will required cutting,
exercises from easy to hard? pasting, and designing.
The third project will be to create a timeline with information about the job
of the worker bees in their hexagon cutouts they will paste in a larger
paper and inside the hexagon they will put important information about the
bees , like how do bees communicate? Dancing. What are classes of
bees are there? Drones, workers and queens, what crops do bees
pollinate? Cucumbers, pumpkins, coffee(are some examples).
How will you monitor and correct Constantly asking questions and going around class to assess their work.
student performance?
Why will students be engaged and Students like integrating their knowledge into a project they can create, so
interested? I believe they will be interested to use scissors and paper to create
something.

Version 2
05/2020
TIME TEACHER STUDENTS MATERIALS, STRATEGIES, &
15 I will make the project with Students will use their supplies TECHNOLOGIES USED
minutes them, so they are able to follow to draw cut and paste from their Glue
and know exactly what they are supply bins. Scissors
suppose to do. Paper
pencils

INDEPENDENT PRACTICE (25 minutes – suggested)

How will you clearly state and model Students will know my expectations for their behavior since I will teach
behavioral expectations? them from the beginning of the year our routine when working on their
own.
How will students demonstrate They will be able to read and start their own work of creating their own
understanding of the academic beehive. They will be able to start and turn on their chromebooks to view
language? videos or find information about bees.
In what ways will students attempt They will complete their assignments within class time.
to demonstrate independent
mastery of the objective?
How will you provide opportunities They will have access to chromebooks so they can learn more and
for extension? access the information we saw in class,

Sharing phase:
They will have an opportunity to make the lesson into a small report about
bees and their importance.
Why will students be engaged and Creating: students will stay interested because they will get hands on
interested? experience creating their own hives and connecting information to
everyday life.
TIME TEACHER STUDENTS MATERIALS, STRATEGIES, &
25 Teacher will go over what they Will work independently TECHNOLOGIES USED
minute will be doing, and will walk I will give them opportunity to Chromebooks
s around class to help or answer look for more information they Paper
questions. will include in their projects Scissors
(either books, or videos) Glue pencil

CLOSING (5 minutes – suggested)

How will students summarize what At the end of class we will summarize what we learned and I will ask them
they learned? why it was important. We will have a discussion about bees and their job.

On the last day of the project I will give students time to look over their
projects and see if they can take away or add anything else. They will
have time to evaluate their work and I will put some questions on the
board that they are suppose to have in their work like: does your
information have facts about bees? Does it include why the bees are
important to crops and flowers?
How will students be asked to state Answering questions after every lesson and summarizing with teacher
the significance of what they adding to our list of facts.
learned?

Version 2
05/2020
 How will you provide all students At the end of the lessons they will have a quiz on their chromebooks using
with opportunities to demonstrate google classroom where they will answer multiple choice questions and
mastery of, or progress toward, the also 2 written responses.
objective?
TIME TEACHER STUDENTS MATERIALS,
5 Will give them time to answer questions Will work on assessment or STRATEGIES, &
minutes independently. answer questions TECHNOLOGIES USED

Chromebook
Google classroom

HOMEWORK (if appropriate). How will students practice what they learned?
The first day they will have homework about the bees and their vocabulary

COLLABORATION What other education professionals will you collaborate with to ensure all learner needs are
met?
If I have special education students their teachers will collaborate.

SOCIAL AND EMOTIONAL SKILLS

Which of the following social and Critical thinking / problem solving
emotional Creativity is supported because student think about the ways such a small
competencies[ CITATION Wor16 \l insect can be so important to our ecosystem. Creativity because they will
1033 ], does this lesson support? be creating their own beehive using construction paper.
 Critical Thinking/Problem
Solving The students will be urged to be creative and use information to
 Creativity communicate, collaborate, and solve the question we are posted in the
 Communication beginning.
 Collaboration
Which of the following social and Curiosity the students will be curious about bees they see around in their
emotional character qualities own gardens or parks and will connect to lesson they are learning at
[ CITATION Wor16 \l 1033 ], does school. They might go home and look for videos or books about bees or
this lesson support? see a movie about bees.
 Social and cultural awareness
 Leadership
 Adaptability
 Persistence/Grit
 Initiative
 Curiosity
World Economic Forum. (2016). New vision for education: fostering social and emotional learning through technology.
Geneva, Switzerland: World Economic Forum. Retrieved from http://hdl.voced.edu.au/10707/443447.

PROFESSIONAL TEACHING STANDARDS

InTASC What InTASC standards are supported by this lesson?
Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.

Version 2
05/2020
ISTE Standards for Teachers What InTASC standards are supported by this lesson?
Standard #5: Application of Content. The teacher understands how to connect concepts and use differing
perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to
authentic local and global issues.

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of content areas and their connections, and to build skills to
apply knowledge in meaningful ways.

TPE’s What TPE’s are supported by this lesson?

TPE 1 Engaging and Supporting All Students in Learning
1. Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs,
as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in
learning.

TPE 3 Understanding and Organizing Subject Matter for Student Learning

1. Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum
frameworks.
6. Use and adapt resources, standards-aligned instructional materials, and a range of technology, including
assistive technology, to facilitate students' equitable access to the curriculum.

LESSON REFLECTION (Pre – and Post – teaching the lesson)

Why do you think the assessment and rubric would Why do you think the SEL strategy engages, enhances, or
work in your content area? extends the lesson?

REFERENCES: List any research used or quoted consistent with APA style guidelines.
https://www.youtube.com/watch?v=QEzlsjAqADA

https://www.wholekidsfoundation.org/assets/documents/The_Bee_Cause_Projects_Honey_Bee_Hive_STEM_Gu
ide.pdf

Cherry, Kendra, March 2020. Very Well mind, The 4 stages of Cognitive Development, Background and key
concepts of Piaget’s Theory.
https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457

HISTORY, A world without bees, 2014. https://www.youtube.com/watch?v=7X1xIIyZw3M

PROFESSIONAL TEACHING STANDARDS REFLECTION

InTASC Of the InTASC standards identified as being supported by this lesson, rate your performance:

Does Not Met

Developing
Effective

*Note. This is an opportunity for you to identify areas of development. It is important for you to be honest in your reflection, so
you know what areas you need to strengthen.

Version 2
05/2020
ISTE Standards for Teachers Of the ISTE standards identified as being supported by this lesson, rate your
performance:

Does Not Met

Developing
Effective

*Note. This is an opportunity for you to identify areas of development. It is important for you to be honest in your reflection, so
you know what areas you need to strengthen.

TPE’s Of the TPE’s identified as being supported by this lesson, rate your performance:

Does Not Met

Developing
Effective

*Note. This is an opportunity for you to identify areas of development. It is important for you to be honest in your reflection, so
you know what areas you need to strengthen.

Version 2
05/2020