Indiana Academic Standards2014 Lesson Plan Alignment Template

Subject(s): ___Science___

Period(s): ___Science Session___ Grade(s): ___2nd Grade___

Teacher(s): ____Miss Toomey____ School: ___Southwestern Elementary School___

The lesson plan alignment tool provides examples of the instructional elements that should be included in daily
planning and practice for the Indiana Academic Standards. The template is designed as a developmental tool for
teachers and those who support teachers. It can also be used to observe a lesson and provide feedback or to guide
lesson planning and reflection.
Title: An Earthworm Environment
LESSON ELEMENT
PROVIDE STUDENT-FRIENDLY TRANSLATION WHERE APPLICABLE
1. Grade level Indiana Academic Standard(s) 2014 the lesson targets include: (Integrate reading, writing, speaking
and listening so that students apply and synthesize advancing literacy and mathematics skills.)
Social Studies
Standard 3 Geography
Environment and Society
2.3.8 Identify ways that recreational opportunities influence human activity in the community.
Example: Identify parks, lakes, swimming pools, rivers and mountains that are used for recreational purposes
Science
Standard 3: Life Science
2.3.1 Observe closely over a period of time and then record in pictures and words the changes in plants and animals throughout
their life cycles-including details of their body plan, structure and timing of growth, reproduction and death.
2.3.2 Compare and contrast details of body plans and structures within the life cycles of plants and animals.
Writing/Verbal Discussion
SL.2: DISCUSSION AND COLLABORATION
2.SL.2.1 Participate in collaborative conversations about grade-appropriate topics and texts with
peers and adults in small
and larger groups.
2.SL.2.3: Listen to others, take ones turn in respectful ways, and speak one at a time about the topics and text under discussion.
2.SL.2.5: Build on others talk in conversations by linking comments to the remarks of others.
W.1:

LEARNING

OUTCOME

FOR

WRITING

2.W.1: Write routinely over brief time frames and for a variety of tasks, purposes, and audiences; apply reading standards to write
in response to literature and nonfiction texts.
2.W.2.1: Form letters correctly and space words
and sentences properly so that writing can be read easily by another person.
MEASUREMENT (MATH)
2.M.1: Describe the relationships among inch, foot, and yard. Describe the relationship between centimeter and meter.
2.M.2: Estimate and measure the length of an object by selecting and using appropriate tools, such as rulers, yardsticks, meter
sticks, and measuring tapes to the nearest inch, foot, yard, centimeter and meter.
2.M.3: Understand that the length of an object does not change regardless of the units used. Measure the length of an object twice
using length units of different lengths for the two measurements. Describe how the two measurements relate to the size of the
unit chosen.
2. Learning Target(s): (What will students know & be able to do as a result of this lesson?)
-

Students
Students
Students
worm.
Students
Students

will observe and explain a worm habitat by writing down observations that are made during visual learning.
will design and create a 2-D worm habitat of their own while observing the example of a worm habitat.
will locate the parts of systems of a worm while using an app on a tablet designed to show the inner workings of a
will operate a smart board game to practice and work on mathematical strategies.
will evaluate the observations and discuss their ideas with the other students in their group.

3. Relating the Learning to Students: (Why are the outcomes of this lesson important in the real world? Why are these
outcomes essential for future learning?)
By observing how earthworms live and function, students can connect the jobs of the earthworm to how they help the earth. They
will be able to connect the observations they made to the ideas of protecting and helping the ecosystem. By being able to analyze
the worms and their inner workings, students will have an understanding of internal science in a basic form, allowing them to build
upon it later on with more advanced structures, such as that of a human.
4. 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? Use
varied modes of assessment, including a range of pre-, formative, summative and self-assessment measures.)
Subject: Science of Worms
Objective: Observe the habitat of worms and write in a science journal your observations, as well as drawings and diagrams of the
worm and its habitat. Discuss with the other students in your group your ideas and observations. Ask questions when needed.
Assessment: Students will be assessed on the accuracy of their observations and diagrams of habitat and worm, verbal discussion
with other students/teacher during the lesson. Students will be evaluated with a (+), (), or (-) process. Students who have neat
and understandable observations and diagrams, as well as being verbal during the discussion with students will receive a (+).

Students who have sloppy drawings and diagram, not many observations, and were not very verbal with classmates will receive a
(). Students who have not written much at all, made no diagrams or drawings, and did not talk with classmates during the lesson
will receive a (-).
5. - Content Area Literacy Standards for History /Social Studies, Science, & Technical Subjects: for grades 6-12,
these standards need to be addressed in the content area.
- Math Process Standard: used to ensure students learning and best teaching practices for mathematics.
- Social Studies Standard: used to ensure students connecting what theyre learning with history and social aspects.
- English Standard: used to ensure students are learning vocabulary, reading and writing standards for the appropriate
grade level.
- Science Standard: used to ensure students are grasping the ideas of appropriate levels of science for their grade levels.
6. Academic Vocabulary: (Words that will need additional instruction in order to strengthen student understanding in
contextual formats.)
Words that will be explained beforehand will include:
- Observation
- Habitat
- Ecosystem
- Digestion
- Diagram
By going over these terms, the students will connect them to the lesson about earth worms and can cognitively use them to
further understand the intricate workings of worms and how important they are to the ecosystem.
7. Examples/Activities/Tasks: (What learning experiences will students engage in? How will you use these learning
experiences or their student products as formative assessment opportunities? Provide a balance of on-demand and process
writing opportunities for students to draw evidence from the texts to produce a clear and coherent writing that informs,
explains, or makes an argument in various written forms.)
Students will engage in hands on and visual learning, including observing worms, holding worms, using an app on a tablet to see
the inner workings of a worm, help pick out food and place it in the worm habitat, using texts to learn facts about worms, and
using writing skills to record observations and make diagrams/drawings of the worms and their habitat that they are observing. I
would also like to include a game on the smart board that involves the theme of worms, such as a math game, vocabulary game,
or science fact game. This activity will be set up in stations so students will be doing different thing at different times, so as to not
over-crowd one thing. This will also diversify their learning techniques, allowing a deeper understanding.
To assess the students, I will grade their observation notebooks as well as how they handle moving from station to station. I would

like to grade them on verbal communication as well, such as discussion with other students or asking meaningful questions during
the lesson.
8. Resources/Materials: (Focus students on reading a progression of complex texts drawn from the grade-level band. What
technology and media tools will be used in this lesson to deepen learning?)
Notebook, pencil/pen, soap, water, tablet with app that visually shows the inside of worms in cartoon form x3, markers/colored
pencils, earthworm habitat x5 (soil/worms/glass containers), various foods for worms, tables/desks for different stations, station to
plug in tablets with excessive use, smart board to portray a game that involves earth worms, such as something connecting to
math.
We will start the lesson by reading the book Diary of a Worm, then we will use that as a jumping off point to further learn about
worms and their important roles in science. The students will be old to observe the worms and write observations, as well as draw
a diagram of the habitat and the worm itself. I will explain each station and separate the students to start at a certain station and
then rotate around the room until each student has been at each station:
- 5 worm habitats with opportunity to help feed the worms and hold a worm at a few of the stations. All will be for
observation.
- 3 tablet stations to view an app explaining inner workings of worm
- 1 smart board to engage in a game
- Hand washing station after handling worms
- A station with informational books about worms.
Students will carry a notebook and pen/pencil with them so that they can write down any observations or drawings that they need
to record.
9. Access and Engagement for All: (How will you ensure that all students have access to and are able to engage
appropriately in this lesson? Consider all aspects of student diversity and learning preferences.)
I will have 5 different earth worm environments set up around the room so that all students can have access to one of them.
Students will have the opportunity to hold a worm so they can have a tactile experience and not just a visual view. The students
will help pick out various foods that are suitable for the worm to eat. Students will have access to a tablet with an app that shows
the inside workings of a worm and how their digestive system works. I will also have informational books sitting around for
students to look at and read. All of these activities will be set up in stations format.
10. Differentiation/Accommodations: (What differentiation and/or classroom accommodations will you make for English
learners, students with high ability and students with disabilities in your class? What evidence-based strategies for
differentiation for all students can be provided? Be as specific as possible.)
For inclusive students, I will have one of them set up with hints of what to look for, such as sight words like shape, movement,

color, activity. Some environments will be set further down for students who are in wheel chairs or cannot see them very well.
For English learners, I will have a laminated translation sheet to help them connect their native language to the English version of
the word. I will have the app on the tablet and the informational books with their native language so as to further engage them
and help them understand. Students with high ability could be given a prompt to write about how the earthworms affect the
ecosystem and how important they are to the earth, as well as how they connect to the lives of humans.

Indiana Academic Standards Aligned Lesson: Reflection

In addition, please choose ONE question below to respond to after you have taught the lesson OR create your own question and
1.
2.
3.

4.

respond to it after you have taught the lesson.

How did this lesson support 21st Century Skills?
How did this lesson reflect academic rigor?
How did this lesson cognitively engage students?
This lesson cognitively engaged students by connecting the observations they made with the function of earthworms and how
important they are to the earths ecosystem. Students will have used visual and tactile techniques to learn about worms, as well
as 2 different technology factors, which diversified learning strategies. By discussing the findings that each student has with one
another, they helped one another understand the topic as well as learned how to verbally explain their ideas. Students had an
understanding of the basic inner workings of a worm and were able to enhance this understanding in the future to learn and
analyze the more advanced workings of other inner systems, such as in humans.
How did this lesson engage students in collaborative learning and enhance their collaborative learning skills?