Lesson 1: Trace Crossings

Design for Learning

Instructor: Abby Wright
Grade Level/Cooperating Teacher: 2nd
grade/Harris
Lesson Title: Addition through Application Date: February 9, 2016
Curriculum Area: Math
Estimated Time: 30-45 minutes
Standards Connection:
1. [2.OA.1] Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking apart,
and comparing with unknowns in all positions, e.g., by using drawings and equations
with a symbol for the unknown number to represent the problem.
Learning Objective(s):
Students will create equations in order to solve addition word problems by completing a
worksheet with 100% accuracy.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls we will work with addition! We are going to be looking at story
problems!
Evaluation of Learning Objective(s):
Students will be given a worksheet with one story problem. They will use addition in
order to solve the problem. A proficient student will score 100% by showing the correct
work and finding the right answer. A students in the yellow category may have shown the
correct thinking, but ended up with the wrong answer. A student in the red category will
get the wrong answer and do the work improperly.
Engagement:
For this engagement students will be kept at their seats. The teacher will call attention to
the class. Good morning boys and girls! All eyes on me please! The teacher will let
students know the objective for todays math lesson. Today we are going to work on
addition using story problems! Before we begin I want to talk about equations. The
teacher will activate prior knowledge. Does anybody remember what an equation is?
How do we use equations in math? Thats right equations are just a way to set up
problems! The teacher will call on students to give examples of equations. Does anybody
have an example of an equation? Thats right! The teacher will explain how equations fit
into todays lesson. We are going to be creating equations to solve story problems! Be
thinking about this as we begin our lesson. The teacher will now transition into teaching.
Learning Design:
I.
Teaching:
The teacher will prepare the class for a type of number talk. Boys and girls! Eyes on me!
The teacher will restate the learning objective. Today we are going to work on solving
word problems using addition! The teacher will ask the class to pull out their math
journals. Boys and girls, go ahead and pull out your math journal and pencil! The
teacher will display the first problem using the elmo and projector. The teacher will call
on one student to read the problem. Would someone like to read our first problem? The
teacher will call on a student to read the problem.
Problem 1

A parent is organizing the lost and found.

She found 35 jackets.
Then she found 22 scarves.
How many things were in lost and found?
Take a second and think about the problem. What do you need to do in order to solve the
equation? The teacher will use wait time in order to give the students an opportunity to
think about the problem. The teacher will activate prior knowledge. Does everybody
remember what an equation is? How can we write an equation for our problem? Ask the
class to create an equation in the journals. Take a minute and try and find an equation.
Write it down in your journal. The teacher will then ask somebody to come to the board
and write down the equation without giving the answer. Would someone like to write the
equation on the board? The teacher will call a student to the board to copy down their
equation. The teacher will ask the class if they agree with the equation. Does everybody
agree with the equation? Is there another way you could write the equation? The teacher
will take answers from other students. Yeah! Those would all be great options. The
teacher will than ask the students to take a minute to solve the equation. Alright class!
Take a second and solve the problem! Copy your thinking down in your journal. The
teacher will give the students an appropriate amount of time to solve the problem. The
teacher will then call the students to the carpet. Class, I would like you to bring your
math journal and your pencil and quietly come have a seat on the carpet! When all
students are settled the teacher will ask students for their answers. Can somebody tell me
the answer to the problem? The teacher will take all answers provided. The teacher will
take a survey in order to see who agrees with the answers given. Do we agree with the
answer? The teacher will call a student to show their work. Would someone like to come
ad show their thinking? Yes, student, please come show us how you worked the problem.
The teacher will explain that there are multiple ways to solve the problem. Are there
other ways that we could solve the problem? Of course there are! For times sake the
teacher will move on to the second question. Lets take a look at another problem. The
teacher will display problem 2 on the board and have a student read the problem aloud.
Would someone like to read the problem on the board? Yes, student A, please read our
problem! The student will read the problem.
Problem 2
Our class is having a bake sale.
Kindal's mom baked 20 chocolate chip cookies.
Sydney's mom baked 38 sugar cookies.
Lillian's mom baked 45 oatmeal raisin cookies.
How many cookies did the moms bake for the bake sale?
The teacher will then ask students to create an equation in order to solve the problem.
Take a couple of seconds and think of an equation that could help us solve this problem!
The teacher will use wait time and then call on a student to write the equation for the
class. Student, will you come up and write an equation for us! Does everybody agree with
the equation? Is there another way that we could write the equation? Thats right class.
The teacher will ask students to solve the problem in their math journals. Take a second
and solve the problem in your math journal. The teacher will allow students to work the
problem. When the teacher feels like all students are completed, the teacher will ask
students to share their answers. Okay class, lets share our answers. The teacher will
write the answers provided on the board. The teacher will then ask students to share their
thinking. As the students explain their thinking, the teacher will copy their thoughts on
the board. The teacher will allow 1-2 students to share their thinking process. When the
teacher is satisfied that the discussion has come to a close, she will close the lesson and
move on to practice. Great work guys! Now I want to see you put your addition skills to
use! The teacher will transition into practice.
II. Opportunity for Practice:

Students will practice the skill of addition through story problems by playing the game
Roll a Square. The teacher should already have all material prepared to pass out. The
teacher will begin by explaining the game to the students. Today boys and girls we are
going to learn a new game called Roll-a-Square. You and your partner or team will work
together to build a square with ten rows of ten connecting cubes! The teacher will display
the game board using the Elmo. The teacher should then demonstrate the process to the
students. You will be given a game board just like this one! You will also be given two
dice and a bag of connecting cubes! The first thing you are going to do is roll the dice.
Lets say I rolled a six and a six. How many cubes should I take from the bag? Allow
students the opportunity to add the two numbers. Take answers from the students. Yes!
Thats right! I would need to take twelve cubes. The teacher will begin placing the cubes
on the game board. If I make a tower of ten, how many cubes will I have left over? Give
students time to think about the answer. Thats right, I would have two left over. What do
you think I would do with these cubes? Thats right class, I would place the two cubes on
the next row! The teacher will ask the class if there are any questions. Are there any
questions so far? The teacher will answer any questions and move on with the
explanation. Now class, I need to do two things. First, I need to say how many cubes we
have so far! We have 12 cubes on our board. The next thing I do is look at the last cube I
laid. Pick up the cube and see if there is anything to do or answer! My square doesnt
have anything on it, so now it is my partners turn! The teacher will run through the
process one more time. Lets say my partner rolled a 3 and a 6. What should they do?
Thats right they should pull out 9 cubes! What will they do with those 9 cubes? They will
place them on the game board. Do they all go on the same row? No! They will not fit!
How many will I have left over? 1! Thats right. We will have 1 square move to the next
row. The teacher will ask the class to explain what needs to be done next. Does anybody
remember what needs to be done next? Yes, that right. We have two things we needs to
do! We need to say how many cubes we have on our board. How many do we have now?
The teacher will take answers from the class. Thats right we have 21 cubes. Are we done
now? No! My partner needs to pick up her last cube and see if there is a question to
answer or something to do! If it is needed, the teacher will demonstrate a couple more
rounds so that all students understand. Does everybody understand what we are doing?
Does anybody have any questions? The teacher will than group students into partner
pairs. Okay class, I am going to put you with a partner. When I call your name come up
and grab your game board, cubes, and dice! You can spread across the floor or sit at
your tables. The teacher will call students group by group. While the student play the
game, the teacher will circulate around the classroom to observe students. The teacher
will be looking for the following:
Are students on task? Do they understand the process?
How do students determine how many cubes to take? Do they count all of the
cubes? Do they count on? Do they just know the combinations?
How do students figure out how many cubes they have altogether? Do they count
them all by 1s? Count the towers by 10s and the leftovers by 1s? What strategy do
they use?
III. Assessment:
The teacher will ask the students to pull out their math journal. Please pull out our math
journal and pencil! The teacher will project the assessment problem on the screen. Here
is another problem, just like the ones we did early. Would someone like to read the
problem aloud? The teacher will call on a student to read the problem aloud. Thank you!
Now boys and girls, I want you to work on this problem by yourself. The teacher will
explain to students what to do when they are finished. When you get the answer, raise
your hand. I am going to come by and check your answer! The teacher will now give the
class time to complete the problem. The teacher should circulate, watching to see how
students work through the problem. The teacher should take note of any students who

struggle. Students who answer the problem correctly and show their work will receive a
score of 100%. The teacher should evaluate students who produce a wrong answer or
show incorrect work in order to decide what direction needs to be taken.
IV. Closure:
The teacher will call students back to the carpet. Okay boys and girls! Lets come back
together. Everybody please have a seat at the carpet. The teacher will ask students a
series of question to create a discussion about todays lesson. What tool did we use to
solve todays problems? Did we add? Did we subtract? The teacher will now show the
class how the roll-a-square game was like working with equations. Do you remember
when we did our story problems earlier? We made equations to solve the problems,
right? Did we use equations during our roll a square game? The teacher will give
students an opportunity to think. If students have a response, the teacher will take
responses. Yeah! Even though we didnt write down the equations, we still used them! The
teacher will use the white board to show this to students. Let say your friend rolled a 6
and a six. The teacher will write 6 + 6 = ____ on the board. How many cubes does this
students have? Yeah, they have 12 cubes! Now its your partners turn to roll. Lets say
your partner rolls a 4 and a 6. The teacher will write 4 + 6 = _________ on the board.
How many cubes should we add? Thats right we should add 10 cubes! The teacher will
ask students to combine the two problems to create a single equation. Is there a way that
we could make these two problems one equation to see how many cubes we have in all?
The teacher will give the students an appropriate amount of wait time in order to think of
their answer! Does anybody have an idea of how we could make this a single equation?
The teacher will call on a student. Thats right we could write 6 + 6 + 4 + 6 = ______ to
find out how many cubes we have in all? How many cubes do we have in all? Thats right
we have 22 cubes in all! The teacher will now bring the lesson to a close. You guys did a
great job working with addition today! Please walk quietly back to your seats and wait
for more instructions!
Materials and Resources:
Elmo and Projector
White Board
Dry Erase markers and eraser
Student Math Journals
Pencils
Story problems
Roll-a-square game board
Dice
Connecting cubes
Assessment worksheet (story problem)
Differentiation Strategies (including plans for individual learners):
High end learners will be given a more challenging set of story problems.
Low end learners will need to have small group time in order to review the concept. The
teacher will circulate the classroom during practice to monitor the students progress. If
needed, the teacher will work with the students to complete the practice game.
Data Analysis:
Students completed the assessment story problem in their math journal. Out of the 16
students present 15 were able to get the right answer. Of these 15 students 2 of them did
not write out an equation like they should have. This means that only 13 students were
proficient at meeting the standard. The two students who were able to get the correct
answer, but did not write on a correct equation will be placed in the yellow category. If I
was their teacher, I would pull them aside for a small group lesson. These students would

work on creating equations in order to solve story problems. One student was not able to
get the correct answer and did not create an equation. This student will be placed in the
red category. I would sit down with this student and work through the assessment
problem with them. After figuring out the issue, I would move on to further instruct the
student.

Reflection:
I feel like the lesson went very well. I have become very accustomed to the
students at Trace Crossings and feel very confident presenting a lesson to them. I also
have become more confident with teaching math. Looking back at my first observed
lesson, I feel like my overall classroom management skills have improved. I am able to
call attention to the students and control the bad behavior in the classroom. Many of the
students in Ms. Harris class like to speak out and make comments at inappropriate times.
I dont want to be discouraging to these students, so I try to give them an opportunity to
speak when the lesson allows. I should have incorporated a turn and talk activity to keep
these students from speaking out. I have learned that circulating is a very good strategy
during the practice activity. This gives me the chance to observe student work, clear up
any misconceptions, and keep students on task. Overall, this lesson went very well.

Samford University
Design for Learning

Problem 1:
A parent is organizing the lost and found.
She found 35 jackets.
Then she found 22 scarves.
How many things were in lost and found?

Problem 2:
Our class is having a bake sale.
Kindal's mom baked 20 chocolate chip
cookies.
Sydney's mom baked 38 sugar cookies.
Lillian's mom baked 45 oatmeal raisin
cookies.
How many cookies did the moms bake for
the bake sale?

Assessment Problem:

Caleb takes a trip to the pet store.

He counted 12 dogs.
He counted 21 hamsters.
He counted 38 fish.
How many animals did Caleb see?

Lesson 2: Avondale (Professor Observed)

Design for Learning

Instructor: Abby Wright
Lesson Title: Save the Planet
Curriculum Area: Science

Grade Level/Cooperating Teacher: 1st/Davis

Date: April 14th, 2016
Estimated Time: 30-45 minutes

Standards Connection:
9.) Identify ways to conserve Earth's resources.
Example: turning off lights and water when not in use
Learning Objective(s):
Students will identify ways to conserve Earths resources by completing a quick write activity.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls we are going to talk about ways that we can help save our planet!
Evaluation of Learning Objective(s):
Students will be given a quick write activity (attached). They will be asked to identify three ways
they can help conserve Earths resources. Students should provide three accurate examples
discussed during the lesson. Each example will be worth 33.33 point. The assignment will worth
a total of 100 points. A student in the yellow category will only share 2 examples. This student
might also make up their own ways (their way of conserving earths resources may not have been
discussed during class). A student in the red category will only share 1 example. This student may
use inaccurate examples that were not discussed during the lesson.
Engagement:
The teacher will gain the students attention. Eyes on me boys and girls! Its time to come to the
carpet four our science lesson! When I call your table walk quietly to the floor. Table 1, Table 2,
Table 3, Table 4! The teacher will begin by discussing Earth Day. Do you remember talking about
a special holiday coming up this month? Those are some great ideas guys. Earth Day is coming
up on April 22nd! Weve been talking about our planet a lot lately. The teacher will give students
an opportunity to make predictions about Earth Day. Why do you think we celebrate Earth Day?
The teacher will take student responses. We celebrate Earth Day because we want people to know
how important it is to protect our planet and the environment! The teacher will state the learning
objective for the day. Today boys and girls we are going to talk about ways that we can help save
our planet. Turn and talk to the person next to you. Talk about why you think it is important that
we help keep our planet clean? The teacher will take various responses from student. Those are
some great ideas boys and girls. Its important that we help protect our planet and keep it clean
because we have to live here! Would you want to destroy your house on purpose? No! We want to
keep our planet clean so that all the plants and animals can live! Today we are going to talk

about some ways that you can help protect the Earth. The teacher will directly transition into
teaching.
Learning Design:

I. Teaching:
The teacher will state the learning objective again for students. So today boys and girls
we are going to talk about the different ways that we can help save our planet! The
teacher will introduce the idea and define some key vocabulary terms. Sometimes when
we hear people talking about how we can save our planet, you will hear them say that we
need to conserve Earths resources. The teacher will first define the word resource. The
teacher will write the word resource on a piece of chart paper. Does anybody want to take
a guess at what a resource is? The teacher will use wait time and take student responses.
A resource is something that people use in order to meet their needs! The Earth has tons
of resources that people use! The teacher will provide students with examples. Some
resources that the Earth gives us is air, water, trees and plants, and animals! The teacher
will example the importance of Earths natural resources. Dont all of those things sound
super important? We need those things in order to live and we use them every single day!
The teacher will write the word conserve on a piece of chart paper. Does anybody know
what the word conserve means? When we conserve something we are saving it. The
teacher will make a connection to the book read earlier. Didnt the character in the story
CONSERVE water? And food? When someone says that we need to conserve Earths
resources, they are telling us that we do not need to waste them! The teacher will help
students make real life connections. Think about ways that you might waste resources
during the day? Do you waste water? Do you waste your food? The teacher will give
students time to think of their answers. The teacher will take various answers. Well, if we
want to conserve Earths resources we have to save them! Could we just quit using
water? No! We have to have water! Sometimes we just have to cut down on the amount of
water. The teacher will discuss the connection between conserving and protecting Earths
resources. We also have to protect the Earths resources. We cant really save air, but we
can do things to make sure that it stays clean. The teacher will now discuss 5 ways that
we can conserve Earths resources. There are lots of ways that we can help save the
Earths resources. The teacher will talk about the first way. We can protect our air! We
cant save our air, but we can help keep it clean. You may not know it, but there are lots
of ways that we can help keep our air clean. Can you think of some ways? The teacher
will take student responses and then provide examples. Yeah! You could ride your bike or
walk places. This is much better for our air than driving a car. Sometimes, we have to
drive when we go far away. You could take a bus or carpool. The teacher will help
students make real life connections. Can you think of somewhere that you could walk
instead of drive? Do you ever walk or ride your bike to the store? The teacher will
discuss the next way that students can help keep our air clean. The next two ways we can
help keep our air clean, might be more for your parents to do. Have you ever seen your
family or friends use a spray chemical to clean the counters? Have you ever seen your
mom or sister spray lots of hairspray? Some of those chemicals arent safe for our
environment. They make our air really dirty! We can help keep our air clean by cutting
down on how often we use those chemicals or by buying environmentally safe cleaning
products. The teacher will move on to the second way that kids can help conserve the
Earths resources. The next way that we can help save our planet is by saving water. Do
you know any ways that we can save water? The teacher will take student responses.
Good thinking boys and girls! There are a lot of ways that we can save water. When can
turn the water off while we brush our teeth and wash our hands. When you are scrubbing
your teeth with toothpaste, just turn the water off! This will help save more water than
you think! You can also take shorter showers, that way you arent running to much water!
Some people say that your shower should only last about FIVE minutes. One important
thing to remember is that you turn the water faucet all the way off! Did you know that

one drop of water every second can add up to 5 gallons of water! Think about 5 gallons
of milk all filled with water! The bad thing is, all this water is completely wasted! The
teacher will address the next way that students can help conserve Earths resources.
Another way that we can conserve Earths resources is by keeping our water clean! Can
you think of some ways that we can help keep our water clean? The teacher will use the
appropriate wait time and ask students to provide a response. Wow guys! Those are some
really great ideas. There are lots of ways that we can help keep our water clean. The
easiest thing we can do is keep trash and other unwanted waste out of the water? Would
you want to drink water that has old bottles and paper floating in it? No! Of course not!
What could you do to make sure that trash stays out of water? The teacher will ask
students to turn and talk to their neighbor about ways to keep the trash out of the water.
Thats right boys and girls! You can just make sure that you through all your trash away
in the write place. The teacher will address other ways that students can help keep the
water clean. Another way that we can help keep out water clean is by being careful about
what we pour down the drain. Now you should never touch cleaning supplies without
your parents permission, but you can talk to them about where the pour these things
when they are done. Have you ever seen your mom or dad mop the flour or clean the
toilet? Many of these chemicals arent safe for our water. When we dump these chemicals
down the drain they can be hurting our water and making it unsafe! Talk to your parents
about throwing the dirty mop water somewhere else and keeping it out of our water
supply! The teacher will address the next way that students can help conserve Earths
resources. Another way that we can help save the Earth is by saving Energy! Did you
know that all of our energy comes from the Earth? The lights and electricity we are using
right now comes from resources we take from the Earth. We can make electricity by
burning coal, solar power, wind power, and even water power! Its really important for us
to save energy! What are some ways that you think we could save energy all by
ourselves? The teacher will use the appropriate wait time and then take student responses.
We can save energy by turning off the lights when we leave a room, going outside to play
instead of watching TV and playing video games, and making sure you shut the
refrigerator door when you are done! Have you ever stood got something out of the
fridge and forgot to shut the door? You are wasting tons of energy when you do this! The
teacher will address other simple ways for students to help save our planet. There are so
many things that we can do to make sure that our Earth stays clean and protected! Lets
look at some other simple ways to help save our planet! The teacher will address the
other ways and make connections for the students. The teacher will provide examples and
non-examples. One thing we can do is protect the animals that live on our Earth. Why do
you think it is important to protect our animals? They make lots of things possible on our
planet. Remember last week when you watched the video on bees? Do you remember how
important the job of the bees was? They help pollinate our plants and trees! Pollination
helps create more plants and trees! Are plants and trees important for us to live? Of
course they are! That brings us to the next things we can do to keep our planet beautiful!
We can make sure that our trees and plants are taken care of! We have to use many of the
plants that the Earth provides, but we can plant even more plants! That way when we do
use the trees, we are replacing the ones that we use! The teacher will provide students
with two examples that they can do on a daily basis at school. Two things that you can do
right at school to help save our planet is write on both sides of the paper and stop
wasting food! Why would writing on both sides of the paper help save the Earth? Thats
right boys and girls paper comes from trees and when we write on both sides we are
using less paper! Remember what we talked about last week! We have to reduce, reuse,
and recycle! The teacher will bring this portion of the lesson to a close. Lets review what
we learned today boys and girls! We know that Earth day is coming up on April 22nd! We
celebrate Earth Day so that people know important it is to keep our planet and
environment protected and clean! WE all can do small things to help CONSERVE Earths
resources? Does anybody remember what conserving means? The teacher will give

students an opportunity to think and then take student resources. Remember that
conserving means to save or protect. We can do this by protecting Earths resources, and
cut down on the amount of waste we produce. We are trying to CONSERVE Earths
natural resources. What exactly is a natural resource again boys and girls? The teacher
will take student responses. Thats right, natural resources are things that we get from the
Earth and use to meet our needs. Some of the natural resources we get are air, water,
plants, and animals! The teacher will name some ways that we can help conserve Earths
resources. What are some ways that we can conserve Earths natural resources? We can
protect our air and water by keeping it clean! We can also save water and energy! The
teacher will provide feedback to the class and close the teaching portion. Good job today
boys and girls. Thank you for sitting quietly, listening closely, and participating in
todays lesson. I want you to walk quietly back to your seat. I am going to be giving some
instructions on what to do next!
II. Opportunity for Practice:
For this practice activity students will be participating in a closed sort activity. This
activity will be given to students in worksheet form (attached). The students will be given
a list of situations that can either be hurtful or helpful to our Earth .Students will be asked
to place different situations in one of two columns, helpful or hurtful. The teacher will
pass have a student pass out the worksheet. Student, is bringing around the worksheet
that we are going to be working on. We are going to go over it together, so dont start
quite yet! The teacher will explain the assignment to the students. We have been talking
about ways that we can help protect the Earth. On todays worksheet we are going to be
deciding what things are helpful to the Earth, and what things are hurtful to the Earth.
Do you see these two columns? Lets read the top of the first column. It says helpful! The
second column is the hurtful column. The teacher will point to the worksheet and make
sure students understand which column is which. The teacher will move on to the next set
of directions. Lets look at the second page you were given! You are going to look at these
pictures and read the words underneath them! You will decide whether the pictures goes
in the helpful box or the hurtful box! Lets read these all together! The teacher will read
each of the situations for the students. Look at the first box. We are going to read each of
the boxes together! Dont shout out answers yet! Just listen. Pick up trash at the park,
leave the water running, keep all of the lights on, plant a tree, recycle cans and bottles,
dump trash into the ocean, protect the animals, write on both sides of the paper, and
throwing trash! The teacher will give the students the next set of directions. You are
going to cut out each of the pictures and clue them into the correct box. The teacher will
then give students an example of what they should do. What about this picture? It says
plant more trees. Where do you think this picture should go? The teacher will give
students an opportunity to think and then ask for answers. Thats right this would go in
the helpful box. What about this picture. It says, leave the water faucet on. Where
should this picture go? Thats right it should go in the harmful box! The teacher will then
ask students if they have any questions. Does anybody have any questions? I will be
walking around if you need help! The teacher will give students 10 minutes to work. The
teacher will then go over each of the answers with the class to make sure all students
understand what is helpful/harmful to the Earth.
III. Assessment
The teacher will bring attention to the class and pass out the quick write activity
(attached). Eyes on me boys and girls! I am passing out a little sheet for you to complete!
Dont start yet! I want us to go over it together! The teacher will explain the instructions.
Weve been talking about all the ways that we can help save our planet! Before you
begin, think about all the ways that we can conserve Earths natural resources. The
teacher will pause and allow students time to think. The teacher will then continue with
the directions. On this sheet of paper you are going to write three ways that YOU can

help save the planet! Lets look at our sheet. Look at the words at the top of the paper. It
says, I can help the Earth by. . . Do you see the lines on the page? You are going to
write THREE ways that you can help save the earth. The teacher will provide a model.
Ive already done mine! Lets read it together! The teacher will display her example. I
can help the Earth by walking to school, taking shorter showers, and turning off the
lights! The teacher will continue giving instructions. Now I want you work by yourself
and think of three ways that you can help the Earth. The teacher will release the students
and allow them 10-15 minutes to complete the quick write activity.
IV. Closure:
The teacher will review todays material. Eyes on me please! Lets review what we talked
about today! What is Earth day again? The teacher will use wait time and allow student
the opportunity to respond. Thats right boys and girls Earth day is a holiday that we
celebrate in order to remind people how important it is to protect our planet. Why do you
think it is important to protect our planet? The teacher will use wait time and then ask
students to turn and talk to their partner. Turn and talk to your partner. Talk about why
you think we should protect the Earth and celebrate Earth Day. The teacher will allow
students an opportunity to discuss. The teacher will then ask students to provide
examples. What are some ways that you can help protect the Earth and CONSERVE our
resources? The teacher will take various responses. Yes! Those are some great ideas
class. When we conserve our resources we are saving or protecting them. We never want
to waste the valuable resources that the Earth gives. The teacher will close the lesson and
provide feedback for the students. Good job boys and girls! Thank you all for working so
well!
Materials and Resources:
Computer/Projector
Whiteboard
PowerPoint Presentation
Practice Activity Worksheet (attached)
Scissors
Glue
Assessment worksheet
Pencil
Differentiation Strategies (including plans for individual learners):
High End Learners: Learners on a higher reading level can be given a practice activity worksheet
with no pictures. They can also be asked to more on in depth responses on the assessment
activity. The activities should be modified to be more challenging for these students.
Low End Learners: Depending on the struggle that the student has, there are various options to
modify the work. Students will work with the teacher in a small group in order to complete the
practice activity. The teacher can assist the student in reading each of the boxes. On the
assessment activity, the student can provide one example instead of three. The student may not
write in complete sentences.
Data Analysis:
Out of the 17 kids present today, 16 were able to score a 100% on the assessment. The other
students scored a 33.33%, because they did not provide three examples. Instead this students only
provided one. The answer was not in completed sentences. I feel like the child may be a
struggling student and have circumstances preventing his abilities that I am unaware of. For now,
he would be placed in the red category. I believe next time, I would give this student
accommodation and become more aware with his learning abilities.
Reflection:
I feel like this lesson went very well. The students were mostly engaged. I felt like I
could have done a better job with my classroom management and controlling behavior. Many of

the students like to speak out and fidget. After talking with Dr. Hilsmier, she believed that the
students did fine, and that sometimes we expect too much from such young children.
I know that my confidence in the classroom is sometimes lacking. Its hard to go into a
classroom for three weeks, become these kids teacher, control all behavior, and make sure that the
learn something. I know that we should be able to teach in all classroom environments, but
sometimes the circumstances are uncomfortable. I dont like being stressed out when I am
teaching a lesson. I do feel like learning was happening, just not on the level that I would have
liked. Sometimes I have to remind myself, to just take a breath. At the end of the day it doesnt
matter what grade I got on my observations, its about the students. When I put the students at the
center of my focus everything goes well. I believe that as I continue to teach my confidence will
increase, and I wont be nervous walking into a brand new classroom.

Samford University
Design for Learning

Lesson 4: Avondale (Video Lesson)

Design for Learning

Instructor: Abby Wright
Lesson Title: Reduce, Reuse, Recycle
Curriculum Area: Science

Grade Level/Cooperating Teacher:

Date:
Estimated Time:

Standards Connection:
10.) Describe uses of recycled materials.
Examples: manufacture of paper products from old newspapers, production of mulch from trees
Learning Objective(s):
Students will describe ways to use recycled materials when given a quick write activity.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls we are going to talk about how we use the things we recycle!

Evaluation of Learning Objective(s):

Students will be given a quick write activity. Students will be asked to identify and describe
different ways that recycled materials are used.
Engagement:
The teacher will begin by calling attention to the class. Good morning boys and girls! I would
like us all to come to the carpet for todays lesson. Listen carefully! When I called your table, I
would like you to come sit quietly on the floor. Table 1, Table 2, Table 3, Table 4! The teacher will
introduce todays topic and the upcoming holiday. Does anybody know what holiday is coming
up!? Weve been talking a lot about it! The teacher will use wait time and then take student
responses! Thats right boys and girls weve been talking about Earth day! Does anybody
remember why we celebrate Earth Day? The teacher will use wait time and then take student
responses! We celebrate Earth Day to remind people how important it is to protect our planet and
environment! The teacher will explain how recycling connects to Earth Day. One important thing
that we need to remember is recycling. Recycling helps keep our planet clean and saves us from
using even more of the Earths resources! The teacher will state the learning objective. Today we
are going to be talking about the different ways that we use the materials that we recycle! The
teacher will begin the lesson by reading the book Michael Recycle Meets Litterbug Doug by Ellie
Bethel.
Learning Design:
The teacher will begin by calling attention to the class. Eyes on me boys and girls! The teacher
will state the learning objective for the day. Today boys and girls, we are going to look at the
different ways that we can use the things that we recycle! The teacher will start by going over the
terms reduce, reuse, and recycle. We have three really important terms that we need to learn
today! Lets look at these three words. REDUCE. REUSE. RECYCLE. The teacher will have
students make predictions. Does anybody want to take a guess as to what these words means?
The teacher will use the appropriate wait time and then ask students to provide various answers.
Those are some really good answers boys and girls. Lets look at the first word, reduce. Reduce
means that we are going to use less. The teacher will provide a real life example for students. We
can reduce the amount of television we watch. That means that we arent going to watch as much
tv as we use to! The teacher will define the next word. The next word is reuse! We probably
already know what that means. That means that we are going to use something more than just
one time. The teacher will provide a real life example. Do you see this water bottle? I didnt just
throw it away when I drank all the water. I used it again! I put more water in and used it again!
When I use this water bottle more than one time, I am reusing! The teacher will

Opportunity for Practice:

For this practice students will be participating in a cooperative activity. Each table group
will be given one worksheet (attached). The groups will work together in order to
separate the trash from the recycled materials. The teacher will begin by calling attention
to the students. Eyes on me boys and girls! I am coming around to pass out a worksheet
each table group! Dont get started yet! We are going to go over it together. The teacher
will explain the instructions to the students. Okay boys and girls! You are going to be
working to complete the worksheet with your groups! Each table should have one
worksheet! Lets read the top together. Follow along as I read. Cut the pictures at the
bottom of the page and place them in the right category. What is a category? A category
just means one of these boxes. See how the boxes are labeled? This one says recycle, and
this one says trash. You are your group are going to look at the pictures at the bottom of
the page. Decided TOGETHER which box they should go in. Think about all the
materials that we said you could recycle. Work together until all the pictures are in the
boxes.
III. Assessment

The teacher will bring attention to the class and pass out the quick write activity
(attached). Eyes on me boys and girls! I am passing out a little sheet for you to complete!
Dont start yet! I want us to go over it together! The teacher will explain the instructions.
Weve been talking about all the ways that we can reduce, reuse, and recycle! The teacher
will pause and allow students time to think. The teacher will then continue with the
directions. On this sheet of paper you are going to write at least three ways that recycled
materials can be used. Lets look at our sheet. Look at the words at the top of the paper. It
says, Name three ways that we use recycled materials. . Do you see the lines on the
page? You are going to write THREE ways that recycled materials are used! The teacher
will provide a model. Ive already done mine! Lets read it together! The teacher will
display her example. We recycle paper, bottles, and cans! The teacher will continue
giving instructions. Now I want you work by yourself and think of three ways that
recycled materials can be used. The teacher will release the students and allow them 1015 minutes to complete the quick write activity.
IV. Closure:
The teacher will review todays material. Eyes on me please! Lets review what we talked
about today! What is Earth day again? The teacher will use wait time and allow student
the opportunity to respond. Thats right boys and girls Earth day is a holiday that we
celebrate in order to remind people how important it is to protect our planet. Why do you
think it is important to protect our planet? The teacher will use wait time and then ask
students to turn and talk to their partner. Turn and talk to your partner. Talk about why
you think we should protect the Earth and celebrate Earth Day. The teacher will allow
students an opportunity to discuss. The teacher will then ask students to provide
examples. What are some ways that you can help protect the Earth and CONSERVE our
resources? The teacher will take various responses. Yes! Those are some great ideas
class. When we conserve our resources we are saving or protecting them. We never want
to waste the valuable resources that the Earth gives. The teacher will close the lesson and
provide feedback for the students. Good job boys and girls! Thank you all for working so
well!
Materials and Resources:
White Board
Projector
Computer
Earth Day Recycle Sheet
Practice Sheet
Assessment Quick Write
PowerPoint
Differentiation Strategies (including plans for individual learners):
High End Learners: Learners on a higher reading level can be given a practice activity worksheet
with no pictures. They can also be asked to more on in depth responses on the assessment
activity. The activities should be modified to be more challenging for these students.
Low End Learners: Depending on the struggle that the student has, there are various options to
modify the work. Students will work with the teacher in a small group in order to complete the
practice activity. The teacher can assist the student in reading each of the boxes. On the
assessment activity, the student can provide one example instead of three. The student may not
write in complete sentences.
Data Analysis:
Out of 19 kids, 17 of the kids were able to score proficient on the assessment. The other two kids
would be considered in the yellow category. They did not follow directions. The students only
provided two examples of ways that recycled materials can be used. If I could go back I would
make sure that these students understood the directions.

Reflection:
I feel like this lesson could have gone better. My cooperating teacher gave me the topic the night
before she wanted me to teach the lesson. I was scrambling to find resources and deciding what I
wanted to do. Then I had to worry about writing the actual lesson plan to go along with the
teaching. If I could back and redo this lesson, I would make sure that it was more developed and
asked students to think deeper about recycling. I do know that students learned about recycled
materials and ways that can be used. They seemed to enjoy the activities and my lesson. I think
that sometimes we set very high expectations of ourselves, and when we dont feel like we meet
them, its a disappointment. I loved working with this group of students. They all have such
unique learning styles and capabilities.
It helped me realize the important of intentional teaching and planning. These students
showed me just how much individualization you will need to do in a classroom. This class was
very different from the Trace Crossing placement I was in. While I really enjoyed it, these
students do need more attention. I loved hearing them call name and ask for assistance. Even if I
was re-explaining something for the hundredth time, at least I knew that they were trying.
Overall, the lesson went well and I was glad to be given the opportunity to teach in this
placement.

Samford University
Design for Learning
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Lesson 4:
Design for Learning
Instructor: Abby Wright
Grade/Davis
Lesson Title:
Curriculum Area: Science

Grade Level/Cooperating Teacher: 1st

Date: April 7th, 2016
Estimated Time: 30-45 minutes

Standards Connection:
4.) Describe survival traits of living things, including color, shape, size, texture, and covering.
Classifying plants and animals according to physical traits
Examples:
- Plantsseed developing into seedling, seedling developing into tree;
Learning Objective(s):
When given a worksheet, students will identify plants based on their physical traits with 100%
accuracy.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls we are going to be talking about different kinds of plants and how we can
tell them apart!
Evaluation of Learning Objective(s):
Students will be given a worksheet. Students will identify whether the vegetable provided grows
as a root, vine, or above ground plant. A proficient student will be able to identify all three
methods. A student in the yellow category will be able to identify only two. A student in the red
category will not be able to identify any of the methods and may get some methods confused.
Engagement:
The teacher will begin by calling students to the carpet. Good morning boys and girls! Please
come and have a seat on the floor! The teacher will start the lesson by reading the book Tops
and Bottoms The teacher will introduce the book. Today we are going to read a book called Tops
and Bottoms! Can somebody look at the cover and PREDICT what this book is going to be about.
The teacher will use wait time and take student responses. Those are some really good ideas!
Lets listen as I read the book. The teacher will read the book and ask questions as the book
progresses. When the book is complete the teacher will talk about the events. The teacher should
ask questions about what the rabbit sometimes wanted the tops, and sometimes wanted the
bottoms. The teacher will then directly transition into teaching.
Learning Design:

I.
Teaching:
The teacher will begin by activating prior knowledge. Does everybody remember when
we talked about the life cycle of a plant? How does the plant grow? The teacher will lead
a discussion with the students. The teacher will explain how a plant grows and the things
that it needs. Thats right boys and girls. A plant starts from a tiny little seed. The seed
gets planted in the soil. The seeds absorbs the water and nutrients around it. The teacher
will provide a nonlinguistic representation to help students understand the process. The
seed begins to crack open and grow tiny little sprouts. The seed begins to create roots
tiny little roots in the ground. Eventually the seed becomes a seedling. The teacher will
point to the seedling. This is a seedling! The roots continue to grow and stretch

underground, but the stem gets stronger and grows above the ground! As the plant keeps
soaking up water, nutrients, and sun it gets bigger and bigger! It grows leaves and
eventually it will produce flowers, fruits, or vegetables! The teacher will continue to
activate prior knowledge. What all does a plant need in order to grow class? The teacher
will use the appropriate wait time and then take students responses. Thats right boys and
girls. A plant needs plenty of water, sun, soil, and nutrients! Does anybody know what a
nutrient is? The teacher will pause and see if any students have a response. The teacher
will take student responses. Nutrients are like the vitamins that the plant gets from the
soil around it. The teacher will make a real life connection. Just like you, the plant need
plenty of vitamins to help it grow big and strong! When you drink milk, you are getting
good vitamins that help you grow! The plants gets it vitamins from the soil around it! The
teacher will restate todays learning objective. Today we are going to be talking about the
different kinds of plant, but we are going to focus on the plants that you eat. One cool
thing about the plants that we eat is that they all grow in different ways! The teacher will
make a connection to literature, Tops and Bottoms, read earlier. Think back to the book
that we read earlier. Do you remember how the rabbit planted vegetables that grew
underground? Then, he plants vegetables that grew above ground The teacher will
identify four different ways that plants can grow. The teacher will use a chart to record
this information (picture attached). We are going to talk about four different ways that the
plants we eat grow! The plants we eat can grow above the ground. The teacher will stick
the label on to the chart. The plants that we eat can grow below the ground. We call these
plants roots! The teacher will stick the label on to the chart. The plants that we eat can
grow in trees. The teacher will stick the label on to the chart. The plants that we eat can
grow on vines! The teacher will stick the label on to the chart.
II. Opportunity for Practice:
Students will be participating in a Tops and Bottom Activity. The teacher will begin by
explain the activity.
III. Assessment
Students will be given a worksheet. Eyes on me boys and girls. Your friend is passing out
a worksheet! I want you to wait before you start. We are going to go over it together. The
teacher will go over the worksheet, read all directions, and make sure all students
understand. You have three types of vegetables on this plate. You are going to label each
of the vegetables. I want you to tell me if it a ROOT, VINE, or ABOVE GROUND. What
are we talking about when we use those words? Thats right we are talking about the way
that the plant grows. The teacher will provide an example. If a carrot was on this page
would it be a root or vine vegetable? Thats right it would be a root vegetable. The
teacher will look at each of the vegetables. Lets look at the three vegetables we have. A
radish, a tomato, and broccoli. You are going to label each of the vegetables and tell me
how it grows! The teacher will make sure everybody understand. Does everybody
understand? Good! You may start working now!
IV. Closure:
Students will be brought back to the carpet. The teacher will facilitate a discussion about
the different ways that plants grow. The teacher will review the chart that the class
created. Eyes on me boys and girls. Lets come back together for a couple of seconds.
Can someone remind me of the ways that plants can grow?. The teacher will use wait
time and take student responses. Thats right boys and girls! Plants can grow on roots,
vines, above the ground and on the trees. The teacher will go through each of the ways
plants grow and ask students to provide examples of vegetables/fruits that grow in this
way. The teacher will facilitate a discussion and then bring the lesson to a close. Good
job today boys and girls! You now know how plants grow! Thank you for working so
hard, please walk quietly back to your seats and get ready for P.E.

Materials and Resources:

Tops and Bottoms
PowerPoint
Projector
Computer
Crayons
Markers
Hole Punch
Brass Fittings
Paper Plates
Assessment Worksheet

Differentiation Strategies (including plans for individual learners):

High End: High end learners will be asked to answer the following questions, Explain the
difference between a root vegetable and a vine vegetable.
Low End: The teacher will walk around the classroom to assist these students. These students will
need extra time, the worksheets/directions directly read to them, and assistance cutting/gluing.
Data Analysis:
Out of 19 students 18 students were able to score a 100% on the worksheet. The one student who
was not able to get all the questions correctly missed the question about a root vegetable. The
student understand that that the root vegetables grow underground, but could not provide an
example of a vegetable that does.

Samford University
Design for Learning

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