CSOE Lesson Plan Template

CSOE Lesson Plan Template\

Laura Martinez

Part 1
GRADE 2nd Grade

SUBJECT Science: Interdependent Relationships in Ecosystems

In this lesson, students will conduct an investigation in groups to determine what would
LESSON SUMMARY
happen if honeybees did not pollinate. Through inquiry, students will plan, retrieve, process,
create, share, and evaluate the effects of no pollination brings to crops and farmers.
Jean Piaget’s Cognitive Development Theory:
According to Piaget, learning is a dynamic process comprising successive stages of
adaption to reality during which learners actively construct knowledge by creating and
How is Theory applied testing their own theories of the world. Piaget’s theory will demonstrate the nature and
in this lesson? development of second grade students and demonstrate how second grade students
will gradually acquire, process, and make decisions on what would happen if bees
could not pollinate.

ISTE Standards for Students How will you address the ISTE Standards for Students?
I will address the ISTE Standards for Students by making connections with students at the beginning of each lesson and by
reviewing the information that they already know about honeybees. Because I want all students to perform well, I will
inform students about the material that will be covered ahead of time. Creating a positive student driven learning classroom
is of importance, therefore it is important to keep students-teacher communication open. This will give students the
confidence to become innovative designers where they can identify and solve problems by creating new, useful or
imaginative solutions.

STATE or COMMON CORE How will you address your States or the Common Core standards?
I will address the Common Core standard 2-LS2-2 Interdependent Relationships in Ecosystems by having students conduct
an investigation to determine what would happen if honeybees did not pollinate.

MEASURABLE OBJECTIVE What will your students be able to do?

Through inquiry-based learning, students will be able to determine the effect honeybees have when pollinating
and when they don’t pollinate.
ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
The teacher will know whether the students have made progress towards the objective based on how well they perform on
their group assignments. Students will watch a YouTube video about pollination in which they will take notes to add to their
research on the effects of pollination. The teacher will assess student mastery through a series of formative assessment (exit
tickets, kahoot, online games) and summative assessments (midterms).

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DIVERSE LEARNERS (Mixed Abilities)
1. How will your instruction support the diversity of learners in your classroom?

Instruction will provide a range of means to support a diversity of learners with a variety of resources such as a space for
quiet time, low stimulation, frequent breaks, media, grouping, and other strategies to introduce the material to students, as
well as through the implementation of technology based formative and summative assessments. Doing so will support the
diversity of learners by creating an inclusive safe environment. The teachers will also seek additional support by
collaborating with the special education department (if applicable) to identify which students have IEPs and which students
need special accommodations.

2. List the specific strategies you will use.

Students with Disabilities English Learners Advanced Learners At Risk

 Cooperative
learning  Create mixed  Offer variety levels  Formative
ability groups of difficulty assessments
 Technology based
formative  Technology based  Challenging  Use of visuals
assessments formative and students'
summative  Use tangible
 Use of tangible assessments  Summative objects
objects assessments
 Cooperative  Offering choices of
 Use of repetition learning  Encourage AL to content and tools
teach other students
 Hands-on approach  Differentiated that are not as  Offer variety levels
instruction advanced of difficulty
 Multisensory
teaching  Use of visuals  Differentiated  Use of repetition
instruction
 Differentiated  Use of repetition  Use of real-life
instruction examples
 Hands-on approach
 Hands-on approach

 Multisensory
teaching

 Differentiated
instruction

DIFFERENTIATION
 Differentiated instruction is not the same as individualized instruction.
 Differentiation allows students to show what they know in different ways.

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Content Process Product

Apply Bloom’s Revised Taxonomy of Deliver the material according to Students will demonstrate mastery of
cognitive process by designing students' learning style and ability. the content in the form of formative
activities for groups of students that Learning styles cab be through us of and summative assessments. This can
cover all levels of classification. visuals, auditory, one-to-one be done through exit tickets, digital
interaction, online interactive content, projects, pop- quizzes, etc.
assignments, and kinesthetic and
through words.

CLASSROOM MANAGEMENT
How will you create a healthy A healthy learning environment will be created by supporting students that are
learning environment? English learners and by supporting students with disabilities. The teacher will
create a healthy learning environment for students by creating a ‘safe space.’
Allowing for student expression can also help create a healthy learning
environment for all.
How will you create and maintain a A supportive and safe learning environment will be created between student and
supportive and safe learning teacher by creating a set of rules. Students who, alongside their teacher, create
environment? rules that are agreed upon at the beginning of the year are more likely to be
followed. Students feel connected, responsible, and supported when the teacher
provides students with options to demonstrate understanding of content.
How will you establish a climate of A climate of learning will be established by creating a set of rules to follow
learning? between students and teachers. Making sure that communication between students,
teacher, and parents always remains open and developing a good understanding of
patience. Providing students with opportunities to show understanding of the lesson
through a variety of formative and summative assessments and accommodations.
Empathizing with students and understanding that not all students learn the same or
at same pace.

OPENING (10 minutes – suggested)

How will you communicate what is The teacher will introduce the focus of the day’s lesson (honeybees and
about to happen? How will you pollination). The teachers will explain to the class that they will be placed into
communicate how it will happen? groups. The teacher will inform the groups that they will conduct research to
identify the importance of pollination and the effects it brings when honeybees do
not pollinate. The teacher will elaborate to students that they must seek new
information by posing questions on pollination and honeybees, as well as applying
the information given to them into their research.
How will you communicate its The teacher will discuss the importance of understanding why honeybees have
importance? How will you important jobs and how farmers and gardeners rely on bees to pollinate their crops.
communicate connections to
previous & future lessons?
How will you engage students and The teacher will engage students by allowing them to use classroom resources as
capture their interest? references. They will capture student interest through everyday examples and their
group project. The teacher will also keep students engaged by allowing students to
ask questions about what they want to know.

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TIME TEACHER STUDENTS MATERIALS, STRATEGIES, &
TECHNOLOGIES USED
10 min The teacher will explain the Students will listen to
day’s objective and how the instructions and be able to Students will not need any supplies at this
class will be grouped into ask any clarifying point in the lesson.
groups of their choosing. The questions to either teacher.
teacher will write student
questions on the board for all
to see.

INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)

How will you introduce academic The teacher will introduce the big jobs honeybees have and introduce vocabulary
language? such as “pollination.” Following the introduction of the vocabulary words,
students will watch a video on honeybees and after ask questions relating to
things or information that they want to know about honeybees and pollination.
What key points will you emphasize The teacher will emphasize why honeybees and pollination are dependent of each
and reiterate? other and share why they are connected to one another. The teacher will reiterate
that pollination is the transfer of pollen from a male part of a plant to a
female part of a plant, later enabling fertilization and the production of
seeds, most often by an animal or by wind.
How will you ensure that students At the end of this portion of the lesson the teacher will prompt the students with a
actively take-in information? thumbs up/down question regarding the vocabulary words. It is not expected to
have many students with thumbs up as this portion of the lesson is an
introduction.
How will you vary your approach to By introducing the vocabulary through auditorily and visuals, it will allow for
make information accessible to all different types of learners to begin to understand the new vocabulary words
students? How will you differentiate presented at the beginning of the lesson.
your instruction for all your
learners?
Which potential misunderstandings Students may confuse vocabulary and may not understand the purpose of the
will you anticipate? lesson.
Why will students be engaged and Students will be watching a video with different examples of honeybees and
interested? pollination. Students remain focus as they will enjoy watching videos on
YouTube.
TIME TEACHER STUDENTS MATERIALS, STRATEGIES, &
TECHNOLOGIES USED
15 This teacher will introduce Students will remain focused on
minute vocabulary. The teacher will the videos. Students will ask YouTube
s explain the definition of questions that will be used to Vocabulary handouts
pollination, crops, extinction. navigate through the seven phases
of the inquiry model.

GUIDED PRACTICE (15 minutes – suggested)

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How will you clearly state and model This portion of the class will involve reminding the students that Chromebooks
behavioral expectations? are only to be used for academic purposes and the rules they need to follow when
accessing the web. The teachers will model how to complete the activity correctly
as a short example.
How will you integrate the academic While modeling how to do properly use the Chromebooks, the teacher will
language? emphasize the vocabulary words such as pollination, crops, extinction,
etc. Students will be able to make connections with the activity and the
vocabulary words.
How will you ensure that all This portion of class does not have many opportunities to practice as they will be
students have multiple opportunities working in groups.
to practice?
How will you scaffold practice Each group will begin the lesson by focusing on completing the vocabulary
exercises from easy to hard? handout first. As the groups move forward, they will conduct their research and
investigation to determine what would happen if honeybees did not pollinate.
How will you monitor and correct This portion of class does not require correction of any student performance as
student performance? they are simply watching their teacher perform the activity. However, the teacher
will be walking around the classroom after the guided example is completed.
Why will students be engaged and Students will be engaged and interested as they will be curious to know the
interested? effects bees have when they pollinate.
TIME TEACHER STUDENTS MATERIALS, STRATEGIES, &
TECHNOLOGIES USED
15
minute The teacher will explain to students Students will receive their handout  YouTube
s that they must create groups of 4-5 and Chromebooks. Students will
students to work on the activity. watch the teacher on how to use the  Chromebooks
The teacher models how to Chromebooks accordingly.
properly use the Chromebook and  Educational magazines
reviews guidelines for internet on honeybees,
etiquette. pollination, farmers,
crops, etc.

 Handout with definition of

vocabulary terms.

 Handout for observations,

research, and findings that
students will complete
based on the amount of
time they have.

INDEPENDENT PRACTICE (25 minutes – suggested)

How will you clearly state and model The teacher will remind students how to appropriately work in groups.
behavioral expectations?
How will students demonstrate Students will practice using academic language while writing down their
understanding of the academic research.
language?

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In what ways will students attempt Students will work in groups during this time rather than independently. Students
to demonstrate independent will work as a group to write down their observations, findings, and any relevant
mastery of the objective? questions.
How will you provide opportunities Opportunities for extension will be provided by adding additional days to review
for extension? vocabulary and to continue student research.
Why will students be engaged and Students will be able to work directly with the group they created, and the
interested? activity will keep their interest level high as this is a fun investigation about bees
and pollination.
TIME TEACHER STUDENTS MATERIALS, STRATEGIES, &
TECHNOLOGIES USED
30 The teacher will walk around the Students will work with their
minute classroom and answer groups and use all resources  YouTube
s questions, help give students available to them. Including
hints, and assess for Chromebook, class handouts,  Chromebooks
understanding through vocabulary, etc.
observation.  Educational magazines
on honeybees,
pollination, farmers,
crops, etc.

 Handout with definition of

vocabulary terms.

 Handout for observations,

research, and findings that
students will complete
based on the amount of
time they have. There is a
possibility that the sheet
might be incomplete.

CLOSING (5 minutes – suggested)

How will students summarize what The teacher will ask a group to share what they have learned about
they learned? pollination.
How will students be asked to state Each group will be required to share their research with the class about
the significance of what they honeybees and pollination.
learned?
How will you provide all students The teacher will provide all students with opportunities to demonstrate
with opportunities to demonstrate mastery through a group project as their summative assessment.
mastery of, or progress toward, the
objective?
TIME TEACHER STUDENTS MATERIALS,
STRATEGIES, &
5 The teacher will explain the directions The group that wishes to TECHNOLOGIES USED
minute for the closing activity. The teacher will share will stand and share,
s inform students that one group will No materials are needed.
need to share what they have learned
about pollination.

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 HOMEWORK (if appropriate). How will students practice what they learned?
Students will not be given homework.
COLLABORATION What other education professionals will you collaborate with to ensure all learner needs are
met?
The lesson will be taught by the teacher and will seek additional assistance from other second grade teachers
who have already completed the lesson. The teacher will seek additional help by collaborating with the special
education department to identify which students have IEPs and which students need special accommodation.
The teacher with other educators to learn strategies that can better assist ELL.

SOCIAL AND EMOTIONAL SKILLS

Which of the following social and Critical Thinking/Problem Solving supports the lesson because it helps students
emotional reflect and think about what the assignment is about. It also enables the students to
competencies[ CITATION Wor16 \l work with their classmates to complete the assignment. Critical thinking and
1033 ], does this lesson support? problem solving encourages students to become open-minded and welcome
 Critical Thinking/Problem innovative ideas.
Solving
 Creativity Creativity supports the lesson because it offers simulation the materials provided to
 Communication represent aspects such as pollination and/or scenarios that can be interacted with.
 Collaboration
Communication will help facilitate the lesson for students and will also bring out
leadership qualities in some students. Communication supports the lesson because
it will encourage students to work as a unit or team, Communication is also a
fantastic way to get soft spoken or shy students out of their comfort sone and
participate.

Collaboration supports the lesson because it encourages student interaction, allows

students to share ideas, and allows students to work together towards a common
goal. It also allows students with disabilities to participate with the entire
classroom.

Which of the following social and Leadership supports the lesson because it encourages students to work together
emotional character qualities towards a common goal.
[ CITATION Wor16 \l 1033 ], does
this lesson support? Adaptability also supports the lesson because it allows students with disabilities to
 Social and cultural awareness participate in the lesson.
 Leadership
 Adaptability Persistence/Grit supports the lesson because students understand that there are
 Persistence/Grit always opportunities for extensions.
 Initiative
 Curiosity Curiosity supports the lesson because it allows students to become critical thinkers
and take a multitude of resources to learn the lesson. Curiosity also offers students
the opportunity to question and make bold choices.

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.

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PROFESSIONAL TEACHING STANDARDS
InTASC What InTASC standards are supported by this lesson?
Standard 2: Learning Differences. This standard is supported by the lesson as it allows the teacher to provide a safe learning
environment and opportunities to students of all abilities that help encourage students to meet high standards.

Standard 3: Learning Environments. The lesson is supported as this standard allows the teacher create environments that
support individual and collaborative learning as well as self-motivation.

Standard 4: Content Knowledge. This standard is supported because it allows the teacher to use a variety of resources,
materials, and strategies to help students become critical thinkers and help develop learners to assure proficiency in the
content.

Standard 5: Application of Content. This standard applies individual and group motivation to create a collaborative learning
environment.

Standard 6: Assessment. The standard supports the lesson as it helps the teacher create multiple methods of assessment to
engage learners in their own growth to monitor leaner progress.

Standard 8: Instructional Strategies. This standard supports the lesson because it gives the teacher the opportunity to be
creative and develop a variety of instructional strategies to encourage learners to develop understanding of content, and to
make real-life connections.
ISTE Standards for Teachers What InTASC standards are supported by this lesson?
1. Learner - supports the lesson by giving the teacher the opportunity to use technology in the lesson to improve
student learning.

2. Leader - the educator seeks out ways to support student learning and success.

3. Citizen - supports the lesson through modeling and creating a safe learning environment for students,
understanding the community she serves.

4. Collaborator - supports the lesson by working together with students and providing them with real world
experiences.

5. Designer - supports the lesson through implementation of a variety of learning resources that can help facilitate
understanding of the material according to the ability of the student.

7. Analyst - the educator supports students by providing alternate ways for students to demonstrate mastery of
material by using assessment to help guide student progress.
TPE’s What TPE’s are supported by this lesson?
TPE 1: Engaging and Supporting All Students in Learning

TPE 2: Creating and Maintaining Effective Environments for Student Learning

TPE 3: Understanding and Organizing Subject Matter for Student Learning

TPE 4: Planning Instruction and Designing Learning Experiences for All Students

TPE 5: Assessing Student Learning

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LESSON REFLECTION (Pre – and Post – teaching the lesson)
Why do you think the assessment and rubric Why do you think the SEL strategy engages, enhances, or
would work in your content area? extends the lesson?

The teacher will review vocabulary with students and Changes to the lesson will be made based on student performance
introduce the lesson. After the introductory lesson, the and understanding.
teacher will gauge student understanding. Students
will then have the opportunity for questions and will
be broken up into groups of their choosing.

REFERENCES: List any research used or quoted consistent with APA style guidelines.
Commission on Teacher Credentialing. (2009, October). California Standards for the Teaching Profession.
https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/cstp-2009.pdf

Commission on Teacher Credentialing. (2016). California Teaching Performance Expectations (TPE’s). California
Teaching Performance Expectations (TPE’s). Published. https://www.ctc.ca.gov/docs/default- source/educator-
prep/standards/adopted-tpes-2016.pdf

Council of Chief State School Officers. (2013, April). Interstate Teacher Assessment and Support Consortium
InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0: A Resource for Ongoing
Teacher Development. Washington, DC: Author.

ISTE Standards for Students | ISTE. (2021). ISTE. https://www.iste.org/standards/iste-standards-for-students

Interdependent Relationships in Ecosystems | Next Generation Science Standards. (n.d.). Next Generation

Science Standards. Retrieved September 26, 2021, from https://www.nextgenscience.org/topic-

arrangement/2interdependent-relationships-ecosystems

 The Bee Cause Project Guide to STE(A)M Investigations for the Hive

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 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.

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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.

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