ED 345 Calvin University Teacher Intern Lesson Plan Template

Teacher Intern: Mallory Hoatlin Date: October 29, 2019

Grade Level: 3rd Subject/ Topic: Science - Squirrels
Approx. time spent planning this lesson: 1 hour *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What do fossils tell us about which organisms were here a long time ago, which are
still here, and which are new?
Brief Context: In previous lessons, students have been observing fossils and noticing the different structures that allow
for an organism’s survival. Today, students will analyze and compare images of a squirrel’s skeleton and preserved
remains of a mammal similar to the Juramaia, and will read about what scientists have learned from studying fossils of
other organisms as well.
Prerequisite Knowledge/Skills:
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Compare and contrast skeleton structures using 1. Monitoring progress on models, answering
fossil evidence. questions, and correcting misconceptions.

Standards Addressed in Lesson: (Include full standard.)

3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which
they lived long ago.

3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.
Instructional Resources: Lucas Education Research, Sprocket

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
Students will be able to participate in a variety of ways, through turn and talks and whole group contributions. Students
will also be able to write their claims how they see fit, whether it’s with sentences or pictures and labels.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

BUILDING RESPECTFUL RELATIONSHIPS: (Note any specific ways in which you plan to establish rapport, build mutual
trust, monitor & maintain relationships. Consider student-teacher & student-student relationships.)
Students will be working alongside teacher and with each other to identify similar and different structures of the
organisms.
ORGANIZATIONAL ROUTINES: (Identify ways that you have intentionally organized time, space, materials, & students
to minimize disruptions and maximize learning.)
Students will all be seated in the front meeting area, and when necessary, will be dismissed from the area in small
groups to minimize traffic.
SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive behavior is
reinforced and disruptive behavior is redirected.)
Students being disruptive in the meeting area will be ask to move back to their seats.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
 1. Remind students of the lesson driving question, What do fossils tell us about which organisms were here a long
time ago, which are still here, and which are new?
2. In the last lesson, remind students that we focused on the structures and environments of the Juramaia and the
stegosaurus and made claims about the time period in which these animals fit based on fossil evidence.
3. Today, inform students that they will be analyzing and comparing images of a squirrel’s skeleton and the
preserved remains of another small mammal. We will also read about what scientists have learned from
studying fossils.
Development: [It may help to number your steps with corresponding times.]
1. Project these images
a. https://drive.google.com/open?id=1EUfhtHJNDY3xKLe-6v9GjeQhR4gl2b2KyJuQ4R4AB-k
2. Have students turn and talk about the structures they observe for both animals.
3. Allow several students to share out the structures they observed in each image. Record student responses in a
Venn diagram.
4. Once diagram is filled out, have students turn and talk about how these animals used the structures to help
them survive. Allow students to share out each other’s ideas.
5. Introduce reading of a small mammal from long ago and have students listen to try to find what is similar and
different from modern-day squirrels.
6. Read https://drive.google.com/open?id=1ZaoL7Rc6_ST88y2_nTrZpqYTYPp8eiqVjaAed-wC1mg
7. Pause where there are questions to have students answer them.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
1. After reading the text, have students use the notes from the Venn diagram and the information they heard in
the article to make claims and argue that the Juramaia’s structures and environment are similar to but also
different from the squirrel’s structures and environment.
2. Have students write down these claims in their science notebook, encouraging them to back up their claims with
evidence.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

REFLECTION AFTER TEACHING THE LESSON: This lesson was a little long for this group of students. They seemed very
engaged during the read aloud and discussion, however, next time, I might add in a transition for them to get their
science notebooks before the read aloud, so they can get a little movement in and reset themselves.