Standards-Aligned Lesson Plan Template

Subject(s): Science Grade: Third

Teacher(s): Mrs. Heather Spenser School: College Park Elementary Date: April 6, 2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
CCSS.ELA-LITERACY.SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly
2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and Performing Arts):

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C. Productive; and Proficiency Level
addressing Emerging, Expanding, Bridging)
ELD.P1.3.1.Br: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking
relevant questions, affirming other, adding relevant information, building on responses, and providing useful feedback.
4. Learning Objective: (What will students know & be able to do as a result of this lesson?) STUDENT-FRIENDLY TRANSLATION
Students will be able to contribute and engage effectively with group members to design the We will work effectively as a group to
tallest structure using a specific amount of index cards and tape while generating different build the tallest structure using index
solutions. (Blooms Create) cards and tape.

Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are STUDENT-FRIENDLY TRANSLATION
these outcomes essential for future learning?) (TPE1.3) Students will demonstrate how to work as a We will gain skills in working as a team,
team with others and problem solve which are skills they will use in the future in everyday interactions engaging in conversations, and problem
as a student and in their future careers. solving with others.

5. Essential Questions (TPE1.5):

How did you decide on this structure?
What structural ideas worked for your group?
What structural ideas did not work for your group?
What additional materials would have made this project easier to build?
What could you have done with ten more index cards?
What could you have done with one more foot of tape?
What are some other supplies that can be used to make a tall tower?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

6. Class Information:
a. Total number There are 24 students; 11 girls and 13 boys.
b. English Learners/Standard English Learners - There are fifteen English Learners with five different reading, writing, and speaking
proficiency levels. One student is at a Beginner comprehensive level, three students are at an Early Intermediate comprehensive level,
four students are at an Intermediate comprehensive level, five students are at an Early Advanced comprehensive level, and two
students are at an Advanced comprehensive level.
c. Students with Special Needs There are three students with IEPs for Speech and Language Development. All three students with IEPs
are taken out of class each day for Resource Specialist Program (RSP) for varying disabilities. In addition, three students require
glasses during instruction but do not require to be sat at the front of the room.
d. Academic language abilities, content knowledge and skills in content area Students attend science once a week with a specialty
science instructor. Two students have experience in building towers out of paper or cardboard while attending boy scouts.
Academically, two students are below grade level in general third science, five students are progressing toward third grade level
 mastery of science, fourteen students are at grade level for third grade science, and three students are above grade level
academically in Science. Students work well in groups and are more engaged with hands on projects.
e. Linguistic background There is one Samoan speaking student, fifteen Spanish speaking students, one Romanian speaking student,
and seven English speaking students. Just the Spanish speaking students are English Learners.
f. Cultural background (home/family) - The majority of the students come from a Hispanic/Latino background. There is one Samoan
student, one Romanian student, eighteen Hispanic/Latino students, four students with a White background, and one student with an
African American background. About eighteen students live with one or more parent in the home and about six students do not live
with either biological mother or father in the home. This means that these students live with an Aunt, Uncle, Grandparent, or foster
guardian only.
g. Health considerations (if any) There are two students with allergies. One student has a severe allergy to milk in which an EpiPen is
in stock at the nurses office and whenever the student goes on a fieldtrip the teacher must bring the EpiPen with them. In addition,
one other student has a diary allergy but is not severe enough to require an EpiPen, they just need to avoid dairy.
h. Physical development factors that may influence instruction in this academic content area In this age group physical skills are
gaining more importance in influencing status and self-concept. Girls are ahead of boys in physical development therefore they are
taller, stronger, and more skillful in small muscle coordination. High energy level-opportunities for physical activity continue to be
important. Girls begin adolescent growth spurt and there is a quiescent growth period for boys. These students are also able to take
responsibility for personal hygiene (Retrieved from ASCDs Developmental Characteristics of Youth and Children Poster)
i. Social development factors that may influence instruction in this academic content area During this stage caregiver guidance and
support are a major influence upon school achievement. Caregiver commitment and involvement play an important role in expansion
of interests and activities outside the home. Caregivers assist these students in assuming personal and social responsibility. This age
group is overly concerned with peer imposed rules, which may be shifting. Peers share sexual information and misinformation.
Competition is more common with a considerable amount of boasting. Gender differences in interests are pronounced and
antagonism between boys and girls leads to frequent quarrels. The formation of same sex cliques is formed and extreme energy
expenditure in physical game playing occurs between same sex peers. Both boys and girls become interested in hobbies and
intensification of peer group influence begins. There is a heightened competiveness in school activities which may lead to difficulty in
handling failure experiences. This group continues to need teacher approval and affection and they are increasingly able and
interested in assuming responsibilities. (Retrieved from ASCDs Developmental Characteristics of Youth and Children Poster)
j. Emotional development factors that may influence instruction in this academic content area Students react to feelings of others
positively and/or negatively and are sensitive to criticism and ridicule. They seek warm, friendly relationships with adults. Worries are
evident, revolving around self-esteem and threats or security like a loss of caregiver or family finances. Students begin to test and
question attitudes, values, and belief systems which may results in conflict. Adult role models give strong cues about acceptable
behavior. Students understand the reasons for rules and behave according to those rules. They are beginning to make judgements
about their own behavior, set standards for themselves, and take responsibility for their behavior. They also begin to conform to
gender roles, achieve personal relationships, and are aware of the importance of belongings. Lastly, these students are self-sufficient
and can think independently inside and outside the home. (Retrieved from ASCDs Developmental Characteristics of Youth and
Children Poster)
 k. Interests/Aspirations (relevant to this academic area) Male students enjoy talking about Pokmon cards and characters and enjoy
playing soccer. Girls enjoy reading books, playing with mechanical pencils, and drawing. These students hope to be race car drivers,
teachers, nurses, Doctors, and police officers.
7. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please specify
anticipated difficulties for English Learners, Standard English Learners, and/or students with special needs.):
I anticipate that my ELs may struggle with contributing to group work with stronger English speaking students. The EL students may also
find it difficult to understand a tower and how it can be built. The three students with IEPs may have difficulty staying focused on the task
with other classmates or using the supplies as they are intended. These students may also struggle to think critically about their
structures.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

8. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the anticipated difficulties? Ex:)
Please specify modifications/accommodations for English Learners, Standard English Learners, and/or students with special needs.)
I chose an interactive lesson to keep my EL students engaged in learning about science. I will also pair them with students who can
communicate well with them in Spanish and in English if necessary. Additionally, I will be showing visuals of real world towers and
buildings as well as index card towers to give the EL students a foundation to which they will build their tower ideas from. I also chose an
interactive, group activity for my students with IEPs to practice effective communication and allow them to be engaged in learning as
they tend to avoid participating in a large group setting. I will be walking around the room to ensure all students are on task and
communicating together. I will be also pause to specifically ask students why they chose a particular building method or what changes
they would make if they had more time to get them to critically thinking. I will also strategically choose partners for my students with IEPs
who will work well as a team and are at similar levels to allow for full group participation. One of my IEP students struggles to write
simply words so I may go through the worksheet verbally with him to assess whether he has met the objective.

9. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson (TPE1.5,3.3):
Communication: Students will have to communicate to make one structure within groups.
Collaboration: Students will have to work together to build a structure while accepting different ideas.
Creativity: The students need to think outside the box to make the tallest structure with index cards and tape.
 10. Technology- How will you incorporate technology into your lesson? (TPE4.4, 4.8)
I will introduce the lesson during our math lesson the day before with pictures of different towers other students have made give the
same materials on a PowerPoint slide. On the day of the build, I will also be showing the students pictures of the tallest buildings in the
world in order to peak their interest and refresh their memory with pictures of index card towers made with the same materials to give
them a visual goal to work toward.
11. Visual and Performing Arts How will you provide the students with opportunities to access the curriculum by incorporating the visual
and performing arts? (TPE1.7)
I will begin the lesson by showing different pictures of towers throughout the world and towers made from index cards and tape in order
to engage the students in the lesson and get them brainstorming about ideas and so they have a visual platform.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

12. Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met
in a successful product/process? What does success on this lessons outcomes look like?)

a. Formative: I will be walking around the room engaging in conversations with students asking them: Why did you choose this design?
Did you change your mind midway through? What would you do if you had more supplies? Did your final tower look anything like
your original idea? Why or Why not?

b. Summative (if applicable): Students will successfully complete a worksheet and reflect on their reasoning for making the structure,
any challenges they encountered, and reflect on changes they would make as well as contributed with others during the lesson. (DOK
Level 4)

a. Attach rubric here (and copy and paste your objective above your rubric):
Objective: Students will be able to contribute and engage effectively with group members to design the tallest structure using a specific
amount of index cards and tape while generating different solutions. (Blooms Create)

The student engaged effectively in their
groups while building the towers
The student was able to generate a tower
within the given timeframe and materials
provided.
The student was able to compare their towers
to others in the class.
1 Points
The student rarely engaged in the group
activity of making the tower.
The student was not able to generate a tower
within the given timeframe and materials
provided.
The student was not able to compare their
towers to others in the class.
2 Points
The student mostly engaged effectively in Student
their groups while building the towers of maki
The student was able to generate a tower
within the given timeframe and materials
provided.
The student was able to compare towers to
others in the class.

b. How do you plan to involve all students in self-assessment and reflection on their learning goals and progress? (TPE5.3)
 I will hold a class discussion with the students in regards to their reflection and goals for the lesson:
How does each of your towers compare to others?
In what way are the towers different?
What different methods do you see used?
Did everyone use up all the materials? Who had materials left over?
What was the most difficult part of this build?
If you had more materials, what would you add to your tower to improve it?

Part V - INSTRUCTIONAL PROCEDURE

13. Instructional Method: Circle one Direct Instruction Inquiry: Learning Cycle Model Cooperative Learning

14. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Tape
Pencils
Scissors
24-worksheets
8- 1 inch square unit rulers

8 groups of 20 whole index cards

8 groups of 4 half index cards

15. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning to ask.):
OPEN:
Engage: Provide a brief real-world phenomenon, an object, or an issue that engages students interest in the topic and fuels one or more
questions for investigation.
I will begin by showing the students pictures of some of the tallest towers/buildings in the world. I will have them add their opinions to
the differences in the structure they see to peak their interests. I will then show a few pictures of towers made out of index cards and
tape. I will then tell the class what the objective of today is. Today you are going to work effectively with group members to design the
tallest structure using a specific amount of index cards and tape while exploring different structure options. I will also remind them of the
concept about area we learned last week and refresh their memory on how to find area. I will instruct the students that they also will
need to measure and determine the area of the base of their tower, as stated on the worksheet.
BODY:
Explore: Provide materials so that students engage in firsthand experience with the issue under study.
I will pass out the pre-divided up materials to each group of three. The groups will already be designated to encourage equal opportunity
for involvement which is also why the groups are so small.

Develop: Systematically develop the concepts that arise during the exploration phase.
I will have the students brainstorm within their group for five minutes to decide how to make their towers. They will also be drawing
down their vision before they begin building their tower. They will then move on to building their towers together using only the
materials provided. I will put a timer on the board and give them 15 minutes to build their towers. I will be walking around asking the
students different questions to get them to critically think about their structures and decisions
What type of tower are you deciding to make?
How will your tower stay standing up?
Did you change your mind from what you originally wanted your structure to look like?
What made you change your mind?
Have you reached any problems? How did you solve the problems?
Once they have finished building their tower they will completed the back of the worksheet to reflect on the activity and write down their
area procedures.
CLOSE:
Apply: Present a new problem or situation that can be addressed given students newly formed understandings.
I would hold a discussion with the class and we would take the time to observe each others towers and get feedback on what worked
and what didnt work for some groups. If the students were given more materials, I want them to think how they would change their
towers or what they would do differently if they were able to do it again. We will also get feedback on the area of the bases of the towers
to see if there was a similarity between the size of the base and its height and record that comparison on the worksheet.

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with Special Needs. On student
work samples, please include scores according to rubric categories.
 Category Score 1 Points 2 Points
The student engaged effectively in their 0/17 (0%) 17/17 (100%)
groups while building the towers
The student was able to generate a tower 0/17 (0%) 17/17 (100%)
within the given timeframe and materials
provided.
The student was able to compare their 0/17 (0%) 17/17 (100%)
towers to others in the class.
2. Were the students successful at achieving the lesson objective?
a) If so, explain which areas in which students were successful, according to your data analysis.
All 17 students were successful in engaging effectively with their group members, building a tower given specific materials and
timeframe, and students were able to compare their tower to others. For my lowest student, he is unable to write basic words so I
verbally communicated with him about comparing his tower to others. He was able to write rolled paper on his paper and he was
able to tell me that his tower used rolled paper and everyone else kept their square, he also mentioned theirs was skinnier than other
groups as well. It was exciting to see students, who usually remain quite during the day and dont engage much, so enthusiastic about
building the towers and working together.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do you think they were not
able to achieve the lesson objective in these areas?
Each student was successful in some way of meeting the objectives. I think I would have had more elaborate answers if we had more
time for the lesson.

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific pedagogical skills did
you employ to help students be successful? (Reference TPE Part 2: Subject-Specific Pedagogy)
I had been giving hints to the students during math lessons about building towers to get the students excited about the lesson. I began
the lesson by showing pictures of the tallest tower in the world and a tower in the United States to give them something familiar to
visualize. This strategy refers to TPE 1.3, Connect subject matter to real-life contexts and provide active learning experiences to engage
student interest, support student motivation, and allow students to extend their learning. I also showed pictures of towers made of
index cards from other students. We observed the real-world buildings and index card towers and the students were able to tell me
characteristics that would be useful when they turned to build their own tower. The master teacher and I had set up groups that would
work well together and allow for the EL students and students with special needs to work best but seven students were absent so we did
the best we could with grouping and I paired the two students who have done the towers before together in a group of two. This strategy
refers to TPE 3.5: adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language
within learning activities to promote the subject matter knowledge of all students, including a full range of English Learners, Standard
English Learners, students with disabilities, and students with other learning needs in the least restrictive environment. I walked around
and talked with students regarding their strategies and they were very engaged within their groups. After the towers were completed
students we able to participate in a discussion over how their towers compared to other groups and any difficulties they had while
making the towers.

4. What would you change about the lesson and why (according to your data analysis)?
I struggled to match the very little writing some of the students wrote on the worksheet to the rubric for grading. My strongest student
academically, Monique, did some of her sloppiest work Ive seen and she usually writes the most in the class and is the strongest writer.
 We did the lesson at the end of the day and they were so excited with the lesson and getting to go home soon that they didnt take the
proper time to fill out the worksheet with detail. However, they were very engaged in discussion about each tower.

Students also had some conflicts between groups who were worried about copying their ideas. I probably would have moved the groups
farther away from one another in the classroom or had a conversation with the class regarding teamwork and not making it a
competition before the building began.

Making the quick decision to put the two students together who had built the towers before seemed like a good idea because they
would be down a group member but once I saw their fast progress and skilled techniques I think I should have separated them into other
groups so they could be useful to others who struggled a little more in making the towers.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student work related to this lesson.
Make copies of student work for levels of high, middle, low, EL, and Student with Special Needs, and write your comments on the copies.