LBS 405

LESSON PLAN TEMPLATE

5E Lesson Plan with Arts Integration

NAME: Jasmine Campbell GRADE LEVEL: Kindergarten

STANDARDS: SC.K.L.14.3 OBSERVE PLANTS AND ANIMALS, DESCRIBE HOW THEY ARE ALIKE AND HOW THEY
ARE DIFFERENT IN THE WAY THEY LOOK AND IN THE THINGS THEY DO.
NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to
survive. [Clarification Statement: Examples of patterns could include that animals need to take in food by
plants do not; the different kinds of food needed by different types of animals; the requirement of plants to
have light; and that all living things need water]. (NGSS)

VAPA: 2.2 Respond to a variety of stimuli (e.g., sounds, words, songs, props, and images) with original
movements.
GUIDING INQUIRY QUESTION: Do all living things Like animals and plants change their environment?

LEARNING OUTCOME/ OBJECTIVE(S):

1. Students will be able to recognize and identify the parts of plants and animals.
2. Make connections to real life scenarios involving plants and animals.

EVALUATION (10-25 mins)

Teacher will use a rubric to do an overall assessment of individual student’s performance during the lesson.
Rubric is based upon the concepts that the students will:
Observe common traits among plants and animals.
Sort and categorize plants and animals according to characteristics
Participate in a variety of activities to build on the skills of identifying common traits among plants and
animals.
Teacher will reflect on each activity from beginning of the lesson and answer these reflective questions or
check special notes made during the activities on each students if applicable.
 How did (student) participate in the music and movement activity?
 How well did (student) participate in animal and plant card sort?
 How well did (student) participate in recall questions?
 How well did (student) participate in outside activity?
 How will students demonstrate that they have achieved the lesson objective? (skills and knowledge)
 This should be embedded throughout the lesson as well as at the end of the lesson

CURRICULUM CONNECTION (Identify how this lesson fits in the larger unit of instruction):

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RESOURCES/MATERIALS: CD with song Head, Shoulders, Knees and Toes, Cd Player, Live flowering plant with
roots exposed or picture, large stuffed animals with fur and tail or picture, Picture cards of plants and
animals, TV, piece of card stock paper, single hole punch, roll of yarn, scissors(teacher), school yard habitat,
crayon, handout on school yard habitat

ENGAGEMENT (5-10 minutes)

 Describe how the teacher will capture students’ interest. What experiences will you design to engage
and motivate students? What are the relevant/real world connections within this lesson?
I will use plant and animal picture cards to substitute our body parts with what we would use if we
were a certain animal or plant. Students will be asked to dance and move like their favorite plant or
animal to various music, sounds, props and images.
The students will watch a short a video.

Students will be in a large group, circle time accompanied by music, movement and a video
(https://www.youtube.com/watch?time_continue=2&v=h4eueDYPTIg),

 Show me your head. What is in your head? What does our head do?
 Put your thumbs on your shoulders? Watch me. What do our shoulders do?
 Put your hands on your knees. Where are your knees? What do your knees do?
 Touch your toes. Where are your toes? What do they do? How many do you have?

Key Question:
How many body parts does human have that are the same as a plants and animals?

Opening Activity to surface student thinking:

 Students will analyze plant and animal picture cards or real-life plants or stuffed animals. I will
tell students we are going to substitute our body parts with what we would use if we were a
certain animal or plant.

Questions for whole group discussion:

 What part would we substitute our head with if we were singing about a plant? Animal?
 What part would we substitute our shoulders with if we were singing about a plant? Animal?
 What part of an animal/plant would we sing about if we were going to change it with our knees?
 What part of an animal/plant would we sing about if we were going to change it with our toes?

Grouping: Share with their elbow partner or share with your neighbor sitting to your right side.

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency:

I will use visuals for students who are bilingual learners-expanding proficiency. I will also sit the students
close to me. Additionally, I will print key words, page numbers and deadlines on the board using print
text only. Will ensure that all students understand the task as well as have all necessary materials. I will
speak clearly and avoid using slang words.

Accommodations/Modifications for Students with Auditory Processing Disorder:

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I will Understanding what students like and dislike will provide suggested areas in
which teachers can connect with the student (e.g., favorite books, movies, video
games). Information collected from the survey can be utilized as a motivator for
academic and behavioral engagement or as a means of building rapport with the
student (e.g., a topic for conversing).

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EXPLORATION (15-30 minutes)
 This activity will let students explore the characteristics and variations of plants and animal by
categorizing them based on the same characteristics they share.
 With the picture cards and plants I will have the students make necklaces and the students will be able
to get into groups according to the necklace or plant they made their necklace.
 students will record this activity by adding pictures of plants and animals in categories into their
journals.

Activities (list) Driving Questions

1. students will record this activity by adding
pictures of plants and animals in categories into
their journals.
2. Students will explore the characteristics of
plants animals by grouping them together
according to their features
1. What are the different characteristics of plants
and animals do you notice? Can you group them
together?
2. What animal or plant necklace will you design?

Grouping: I will group students by numbers. All the 1’s will go together, the 2’s will go together and so
on….

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency:

For students who are bilingual learners I will provide visuals and review vocabulary to expose them to
the English language. I will stop and do check for understanding.

Accommodations/Modifications for Students with Auditory Processing Disorder:

Students that have an auditory processing disorder I will accommodate them by using signs and visuals. I
will use sign language.
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EXPLANATION (15-20 minutes per explain activity. Remember, you can have 1 or 2)

 Vocabulary: Roots stem leaves flower, parts body head legs, fur tail feather
 I will review and recall type of activity. I will let the children recall the animal and plant that they
were in both activities from the explore phase of the lesson. Each student will hold up their
animal/plant and answer the following questions to teach the class about the animal/plant they
had.
 What characteristics did the animal have that were given?
 What part of the body did you use to group your animal?
 What are some other characteristics that your animal has that make it unique?
 What else do you want to know about your animal?
 I will ask the same questions for the plant portion inserting plant instead of animal.

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 Content Media: (written material, video, teacher lecture, technology)
https://www.youtube.com/watch?v=tkFPyue5X3Q

Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.)
In groups students will give an oral presentation of the animal or plant of choice.

Grouping: Students will participate in a peer share with an elbow partner.

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency:

I will use visuals for students who are bilingual learners-expanding proficiency. I will also sit the students
close to me. Additionally, I will print key words, page numbers and deadlines on the board using print
text only. Will ensure that all students understand the task as well as have all necessary materials. I will
speak clearly and avoid using slang words.

Accommodations/Modifications for Students with Auditory Processing Disorder:

I will use sign language and visuals. I will repeat key phrases throughout the lesson. I will speak clear and
slowly. I will be mindful to sit the student near me and away from doors and windows. I will allow the
student to use assistive technology to hear my voice.

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ELABORATION (15-20 minutes)
 Expand and connect. Describe how students will develop a more sophisticated understanding of the
concept in new settings. In this activity the students will take a walk out into their school yard and
explore the different types of plants and record data on their worksheets describing the plants with
flowers and the plants without flowers.
 How will you help students reflect and expand on this lesson, ask their own questions and/or connect it
to the next lesson? The students will focus on the following question: Are there more plants with
flowers or without flowers in your school yard habitat?
 How is this knowledge applied in our daily lives? This knowledge will be applied in their daily lives
because they will be able to identify plants with flowers and without flowers, continuously as the
seasons change.
Activities: students will take a walk out into their school yard and explore the different types of plants and
record data on their worksheets describing the plants with flowers and the plants without flowers.

Content Media: (written material, video, teacher lecture, technology)

Students will engage in a whole group conversation with teacher. Teacher will lecture and inquire about
the school yard walk to do a check for understanding.

Extending/Application Questions for Whole/Small Group Discourse: The focus question is Are there
more plants with flowers or without flowers in your school yard habitat?

Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.)
Teacher will give students a check mark in the area according to how they performed in the activity and
discussion throughout the lesson.
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 Grouping: Students will be grouped with elbow partners to save time.

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency:

For students who are bilingual learners I will provide visuals and review vocabulary to expose them to
the English language. I will stop and do check for understanding. Additionally, I will print key words, page
numbers and deadlines on the board using print text only. Will ensure that all students understand the
task as well as have all necessary materials. I will speak clearly and avoid using slang words.

Accommodations/Modifications for Students with Auditory Processing Disorder:

Students that have an auditory processing disorder I will accommodate them by using signs and visuals. I
will use sign language. I will repeat key phrases throughout the lesson. I will speak clear and slowly. I will
be mindful to sit the student near me and away from doors and windows. I will allow the student to use
assistive technology to hear my voice.

Part 2:
I will be focusing on VAPA: 2.2. It states that students will respond to a variety of stimuli (e.g., sounds, words, 

songs, props, and images) with original movements. I will be addressing this VAPA lesson in the engagement 

section of my lesson. In the arts instruction in this lesson the VAPA standard accomplishes many goals for 

students to succeed. This VAPA standard will support learning of other academic subjects in many ways. One­

way other academic subjects will be met is exposing children to new vocabulary. They will learn new spellings 

and meanings of various words that will help them succeed in the years to come. This lesson will specifically 

support dance because will be given the opportunity to dance in a variety of original movements from sounds, 

words, props and images. This VAPA standard will foster engagement in school and motivation to learn. 

Students will be dancing to various music beats that are familiar to them, which will encourage learning while 

having fun at the same time. Another way student’s will be engaged, and learning is by ensuring the students 

feel comfortable in the environment where all cultures are welcomed. Throughout this engagement focus of the 

lesson I will create collaborative meaningful expressions that will promote learning. For example, I will 

promote active learning in small groups, peer relationships, and increase social skills that are motivating and 

engaging for all the students. By having the students dance this VAPA instruction will build confidence in the 

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student’s skills in collaboration and communication while navigating and understanding diversity in the world 

for success in college and careers. 

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PART 3: Lesson Plan Rationale Assignment* (25 points)

Your rationale will be no less than 2 full page single-spaced pages (print back to back) addressing the following:

a) Designing Learning Activities: Explain why you selected the learning activities in this lesson and how
they will increase engagement with and access to learning for the students.

b) Designing Instructional Strategies: Explain why you will use specific instructional strategies and how
they will support student engagement with and student access to students (e.g. explaining, modeling,
scaffolding, asking questions to guide a discussion, providing instructions to guide an activity)

c) Academic Rigor: Explain how the lesson plan provides learning activities that engage students in higher
order thinking and application of concepts or skills to purposefully advance their understanding of
specific content

d) Language Demands: Describe the language demands of the lesson and the ways you planned for and
addressed the academic language development needs of the students, including English learners and
Standard English learners. What language demands does the lesson require in order for students to
access and engage in the content? What vocabulary is necessary? What is the difficulty level of the text
or materials needed for the lessons? How did this information shape your lesson plan?

e) Organization of Student Work: Explain your rationale for grouping students in this lesson-whole group,
small groups, pairs, individual--and why you think this will support their learning.

f) Student Assets and Needs: Explain how the lesson plan incorporates or builds on students’ cultural and
linguistic resources, socioeconomic backgrounds, funds of knowledge, prior experiences, and interests.

g) Socio-Emotional Development Considerations’: Explain how the lesson plan addresses the socio-
emotional development of your students.

h) Resources, Materials, Tools, and/or Educational Technology to Support Learning: Explain why you
chose particular resources, materials, tools, and/or educational technology to support student learning
in this lesson.

* The rationale is modeled on the CALTPA Performance Assessment that credential candidates will compete
during the credential program.
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 In   this   lesson   I   selected   various   learning   activities   that   will   increase   engagement   with   and   across
learning for students. I choose to engage students by capturing the students with experiences that are motivating
and engaging. I used plant and animal card or actual because pictures create a perfect visual that allow the
students to interpret the specific topic. I chose to use music and tunes that are familiar to the students because it
will keep their attention opposed to boring music. Additionally, I choose to put the students in a large group
circle accompanied by music and movements while watching a short Youtube video that was interactive. The
students would be continuously moving touching the body parts (heads, shoulders, knees, and toe, eyes, and
ears, mouth and nose). This will help the be engaged and an opportunity to bound and laugh with their peers
while in a large circle. Lastly, I asked engaging questions that would assist all the students in learning the
different uses of body parts. 
I will use specific instructional strategies that will support student’s engagement and student access. I
will explain the vocabulary words to review and recall. The students will be able to explore plant and animal
and answer questions. I will also use technology such as a video engage students. I will model the various plants
and animal movements by giving examples of characteristics of animals and plants that were given. I will use
different scaffolding techniques to model or demonstrate how to solve a problem, and then step back, offering
support as needed. I will ask guiding questions that are designed for instructional strategies. The questions will
be specific to the student’s plant or animal they chose. For example, I will ask the students, “what are some
other characteristics that your animal has that make it unique? This will give the student time to think and
analyze.
Throughout the lesson various learning activities engage students in higher order thinking and apply key
concepts and skills that are meaningful that will advance their understanding of the specific content. In the
elaboration section students will take a walk onto their yard which will they will explore different types of
plants and record the information on the worksheet provided. This will allow them to engage in higher thinking
analyzing their daily environment to collect data. This will be able to apply the information to their daily lives
by identifying plants with flowers and without flowers continuously as the seasons change. They will expand in
higher thinking by noticing and asking questions that focus in are there more plants with flowers or without and
why is this possible. They will advance their understanding by conversing and collaborating with each other. 
The language demands for this lesson is complex and will challenge this age group. New vocabulary will be
addressed which will engage all learners. As well as the academic needs for English learners and Standards
English  Leaners  will be  addressed.  I plan to  repeat  myself to  ensure all  students  are receiving  the proper
information provided. Students will be asked to engage with elbow partners to discuss new information given
and to analyze. Specifically, to accommodate students who are bilingual learners expanding proficiency I will
use visuals for students who are bilingual learners­expanding proficiency. I will also sit the students close to
me. Additionally, I will print key words, page numbers and deadlines on the board using print text only.  Will
ensure that all students understand the task as well as have all necessary materials. I will speak clearly and avoid
using slang words. Furthermore, I will get an understanding of what students like and dislike, so I can connect
with all the students. I will learn their favorite books, movies, video games to motivate positive behavior for
engagement. To accommodate students with auditory processing disorders I will visuals for students who are
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bilingual learners­expanding proficiency. I will also sit the students close to me. Additionally, I will print key
words, page numbers and deadlines on the board using print text only.  Will ensure that all students understand
the task as well as have all necessary materials. I will speak clearly and avoid using slang words. 
In the elaboration section students will expand and connect. In this area a level of difficulty might be
presented.  They will have to reflect  on the lesson and expand by asking and answering questions  that
connect to animals and flowers and how the knowledge will be applied in their daily lives. They will have to
conversate and expand on the different weather conditions when the seasons change. Another challenge
might be recording data on their worksheets describing plants with flowers and plants without flowers. This
information   shaped   my   lesson   by   allowing   me   to   make   accommodations   and   challenge   students   when
appropriate. 
To organize students work I plan to group students in various ways throughout the lesson. I intend to do
whole-group, small groups, pairs and individual work. I plan on doing these various grouping styles to
support all students needs. The whole group instruction that is direct and teacher lead. This instruction will
be direct and I will lead the direct instruction. This will allow me introduce topics to the entire class the
same information regardless to any level a student might be on academically. Typically, this instruction style
is targeted to reach all students, but the average students will catch on. Small group instruction is perfect
for after whole group discussion. This is an opportunity for the teacher to work with students closely and
reinforce the skills learned in whole group instruction. I chose this learning style to promote group as well
as student conversations. Pair work in the class increases the opportunity to speak and listen to English in
the classroom. I choose this style to promote comprehension questions in pairs after watching the short
video. This will give all the student a chance to express. Finally, individual work is highly recommended to
encourage students to asses knowledge that they have learned and apply it.