Lesson Plan Template

Name: Alexandra Alfred Date: March, 2011 Cohort: A

Topic/Grade Level: Science: Adaptations Unit/5th Grade

Big Ideas/Learning Goals/Driving Questions:

-We gain information (but it is limited) about a species and it’s environment by studying fossils. By
studying fossils we can b understand how long a species was thriving, what other species lived in the same
environment, and make inferences as to some of the behavior patterns.
-The difference between an observation and an inference is that we can “see” an observation, and an
inference is an informed prediction we can make based on what we notice.

Context: Beginning lesson of the Adaptations unit, follows a conversation based on extinct species.

Content Objectives/Assessment
Standards or
GLCEs (state or
district)
S.IP.05.11 Generate scientific
questions based on observations, Students will be able to: Student will:
investigations, and research.
S.IP.05.13 Use tools and equipment
-Work within a group to make and record
(spring scales, stop watches, meter -Make clear observations about the size, color, observations (with sketches) about fossils in a
sticks and tapes, models, hand lens)
appropriate to scientific texture, and shapes of a fossil. table format.
investigations. -Make inferences about the environment, and -Discuss and record inferences that can be made
S.IP.05.15 Construct charts and
graphs from data and observations. time period that the fossils are from based on based on observations.
S.IP.05.16 Identify patterns in data.
their observations. -Participate in a discussion about the importance
S.IA.05.12 Evaluate data, claims, and
personal knowledge through -Be able to differentiate between observations and relevance of fossil evidence.
collaborative science discourse.
S.IA.05.13 Communicate and defend and inferences. Teacher will:
findings of observations and -Indicate and identify what types of information -Evaluate group work based on discussions within
investigations using evidence.
L.EV.05.13 Describe how fossils scientists can get from observing fossils. the group, and individual’s recording on the
provide evidence about how living
things and environmental conditions
worksheet.
have changed. -Promote and lead a discussion of observations,
inferences, and importance of fossil evidence.
Duration: 45-50 minutes (one class period)

Materials:
-Fossil samples (8 samples, 1 set per group)
-Magnifying glasses (8, 1 per group)
-Student Worksheet 90.1 (30 copies, 1 per student)
-Textbooks (30, 1 per student)

Time/Task Instructional Moves Management Considerations

-Have a student read launching information from -Have groups of 4 pre-selected
Opening – textbook (pg. 10)
-Clarify, and extend any information that is unclear or
Background interesting to students.
Info and -Have another student read the procedure, and ask for
Introduction any questions.
to Task -Break students up in to groups to wait for materials.

Group Work -Groups will have 3 minutes with each fossil to draw a -Use a timer to monitor 3-minute sessions
– sketch of the fossil, and make observations and with each fossil, then groups will pass on
inferences.
Observation -These rotations will happen until all groups have
the fossil to the next group.
s and received each of the fossils.
Inferences

Closing – -Discuss students’ observation results, and inferences.

Discussion Clarify along the way what makes each of those findings
either an observation or an inference.
-Discuss what types of information we found by
observing the fossils, also discuss the limitations of our
 knowledge.

Reflecting on students’ learning

Did your students accomplish the goals and objectives you determined for them? How do you know?
Many students were able to make and record appropriate observations and inferences on their charts. This was evident by what
they wrote on their worksheets as I was circulating. I also re-directed students who were not on track with the difference
between an observation and an inference. Others who were still confused about this when we discussed following the group
work were able to be guided back on track by the content of the discussion.

How did your instructional moves help students make progress toward the lesson goals and objectives?
What instructional and/or management moves would you repeat? What would you change? Why?

I would focus more on the management of this lesson (i.e. passing out materials, getting fossils from one group to the next). The
materials needed for this lesson required more thought and care than I had initially imagined. Coming up with a system for
passing the fossils and having group members have assigned roles for getting and using materials would have been more
helpful. Other instructional moves like providing scaffolding as to what observations and inferences are, and monitoring this
along the way proved to be helpful.

How will you use what you learned to inform your teaching? What next steps will you take?

In the future, I will make sure to organize my materials in conjunction with roles the students can take on in order to provide
more smooth transitions – and allow kids to focus more on the content than the organization of the materials. Also, the
materials played a role in the engagement of students so I will use hands-on materials as much as possible to reinforce and
promote their learning.