Advanced Lesson Plan

Teacher Candidate: Kendall Hagar

Title of Lesson: Dirt and Worms
Grade Level(s): Pre-k/ Kindergarten
Subject Area: Science
Location of the lesson (specify if in general or special education
class): In general education classroom
Grouping (highlight: 1:1, small group, large group)


Preparing for the Lesson

1. Lesson Topic: What are the big ideas? How does this relate to
what students are currently learning in general education?

The life of a worm which directly connects to the current bug unit.

2. What are your learning targets for the lesson (i.e., what are your
primary and supporting objective of instruction)? What do you
want the student(s) to learn and be able to do at the end of the
lesson?

a. Students will follow step by step instructions presented visually.
b. Students will trace and write the new vocabulary words.
c. Students will understand how worms contribute to plant growth

What Content Standards(s) and/or EEOs will this lesson address? How
does this lesson relate to the 21
st
Century skills?

Life Science Concept 1:

a. Collect, describe, and record information about living things through
discussion, drawings, and charts (DOK 1-2)
EEO: Collect, describe and/ or record information about living things through
discussion, pictures and other visual representations


3. List specific IEP goals that will be addressed during lesson:

By the May 2014, student will imitate writing all 26 of the uppercase letters
weekly 4 out of 5 times.


By May 2014, student will match letters all of the alphabet with 80%
accuracy.

4. Describe Specific Strategies to be taught/modeled during the
lesson. How will you incorporate the strategies, which have been
taught/modeled into the students content courses (math, literacy,
behavior).

Strategy: Following step by step instructions to complete a task.

5. What background (prior) knowledge do the students need to have
to be successful?
- basic alphabet knowledge - concept of sequencing
-plants need water to grow

If the students do not have this knowledge how will they get it?
During daily job to water the plant and continuous exposure to the
alphabet.


6. How will you address classroom and behavior
management/grouping issues during the lesson?
I will keep the working groups at each center to a small number to
avoid as many behavior management issues as possible. A few students
will attend to the tasks for a few minutes and then want to move on to a
new task. I will acknowledge their desire to move on and give them a
portion of the task to finish. (ex: 4 more letters then book).

7. Materials and Resources (What do you need? How/where will you
get it?)

Bowls- school kitchen
Cookies (dirt) grocery store
Wooden hammer classroom
Tray- classroom
Scooping Spoon school kitchen
Pudding (Mud) grocery store
Gummy worms grocery store
Name flags made from school materials
Worms- PetCo
Writing sheets classroom
Thick pencils classroom
Visual schedule made from school materials and Board Maker
Vocabulary list made from school materials and Board Maker
Letter Matching made from school materials and Board Maker






Teaching the Lesson

1. Anticipatory Set
a. How will you get the student(s) attention?

I will show students real worms and we will discuss what they observe
about the worms.
b. Review and relate prior learning/lessons.
I will ask the students to share with me what they know about plants.

2. Teaching: Is this an informal presentation or direct instruction? Please
circle/highlight.
a. What are the specific steps you will follow when teaching this
lesson. Be sure to include the following:
i. what the teacher will teach or model,
ii. how the students will be engaged in the lesson, and
iii. how the students will demonstrate their learning (Guided
Practice)?

I will read a story about worms keeping the students engaged by asking
questions. The story is called Jimmy the Worm. I will model the steps of
making dirt and worms in front of the students at circle. I will go through
step by step and engage the students by asking them to help me decide
what comes next or will small tasks in the making of the dessert. We will
go through the 5 vocabulary words together, and we will do a matching
activity. I will then explain the 3 centers and divide the group into smaller
work groups.
The students will then demonstrate the learning by tracing and writing the
vocabulary words and by sequencing the steps of the dessert using the
visual chart and teacher assistance.


3. What, if any, scaffolding and/or additional
accommodations/modifications are needed for specific student(s)?

One student will be writing/tracing letters that are all capital letters. One
student will be working on matching letters instead of writing them. All of
the materials will be provided.

1. Checking for Understanding- How will you check for understanding?
Using Blooms Taxonomy, what questions might you ask your students?
Knowledge
What does the word worm start with?
Comprehend
Apply
Analyze
How does a worm help plants grow?
Synthesize
Evaluate

4. Re-teaching: What will you do differently if the student(s) do not
understand the concepts in the lesson?
If the students do not understand the concept I will ask them to
appropriately ask a peer for help. This will follow every students social
and emotional goals.



5. How/where will students integrate (generalize) this learning into
future lessons/activities? This is your PURPOSE (how will this relate to
real life?).

This lesson will provide students a chance to learn new vocabulary and
practice their writing skills. They will also further their knowledge on plants
and animals and how they work together.

6. Closure:
a. How will you review the content covered during the lesson so
students can demonstrate learning of the lesson concepts (this
should be tied to the main objective).
We will verbally review worms.
b. How will you formally END the lesson (e.g., Students show/tell what
they learned, answer an exit question as their ticket out the door,
list 2 things you learned, and one question you still have).
Students will begin to transition to book time as they complete the
centers.

7. Independent Practice: What will this look like? Is there homework?
Completion of a product? Practice a skill learned in class?
They will practice imitating and writing the vocabulary words during the
week. They will also be asked to answer verbal questions about how worms
contribute to plant growth.

8. Evaluation: How will you evaluate/assess student learning (this must be
more than completing classroom work)?
I will keep a record of who follows directions during the lesson. I will
be using their work samples to evaluate their writing skills against previous
writing samples taken in the year.