UMF Unit-Wide Lesson Plan Template

Name: Haley Estabrook Program: Elementary Ed. Course: EDU 450

Lesson Topic / Title: Vertebrates - Birds
Lesson Date: Sept. 26 Lesson Length: 45 minutes Grade/Age: Fourth Grade
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based on
content standards.
Learning Objective(s) Instructional Decisions / Reasoning
(Student Friendly Learning Targets) - The student learning objectives are
designed to reflect the goals of this lesson.
- I will be able to identify the traits that make The students will be expected to
birds a unique vertebrate classification. demonstrate that they understand what traits
make birds their own vertebrate
classification.
- An expectation of this lesson is that
students will be familiar with the traits of
birds and how those traits help scientists
categorize animals.
Content Standard(s) Instructional Decisions / Reasoning
Maine Learning Results: - Students will be investigating the traits of
E1 Biodiversity Students compare living things birds and determining how scientists
based on their behaviors, external features, and classify birds using those traits.
environmental needs. - Students will be working towards a large
Grades 3-5 a. Describe how living things can be goal of being able to describe how animals
sorted in many ways, depending on which features can be sorted into large groups and into
or behaviors are used to sort them, and apply this smaller more specific groups. Students will
understanding to sort living things. be able to use their knowledge of each
vertebrate classification to sort animals into
the correct class.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
The assessment used in this lesson is informal - The observation and exit ticket assessments
observation. Students will be asked to reflect on are both formative assessments. The
new material they have learned, as well as any Vertebrate Classification Notebook
comments or questions they have during the lesson. (VCN) is an ongoing project through the
The teacher will use this informal observation
develop and understanding of what students are unit, and will be assessed at the end using
participating and understanding material, and what summative assessment.
students need guidance. - Students will be held accountable for
Students will be asked to complete a quick exit quality work while completing their VCN.
ticket at the end of the lesson to provide the Students will be given a rubric so they can
students with the opportunity to demonstrate that check their work and self-assess what they
they met the learning targets for the lesson. have completed so far.
Lastly, students will complete a new page in their - These assessments will inform the teacher
Vertebrate Classification Notebook. This is a what went well in the lesson, and what
place where students are combining all their notes needs reviewing. It will inform what
from the vertebrate lessons and making a book of students were able to meet the learning
notes and illustrations. objectives and what students may need
more support to meet that objective.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning
- Whiteboard/markers - The teacher will be using a variety of
- Learning objectives methods to deliver instruction. This will
- Laptop/Projector meet the needs of many different learners,
- Book who are visual, auditory, etc. Students will
- Handouts be able to hear different information in the
- Vertebrate classification notesheet forms of video, books, and class
- Exit ticket discussions.
- By using guided note taking, the students
are able to pinpoint the most important
information from the lesson. The teacher
allows those students to then illustrate their
notes to help make more solid connections
between the material learned and animals
related to the traits studied.
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by
using a variety of instructional approaches, strategies, and technologies that make learning accessible to
all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
*Put Objectives on Board*
1) Write BIRDS in big, bold letters on the
whiteboard.
2) Ask students what they learned about last - Recapping information from last class, to
class - what vertebrate classification did we refresh students memory on what has
focus on yesterday? Looking for reptiles.
3) What were some big takeaways from already been learned before moving onto
learning about reptiles? Looking for traits the new material.
or four types of reptiles.
4) Today we will become smarter about
BIRDS and the traits that make them
unique. The learning objectives for today
are:
a) I can list the traits of birds.
5) Introduction activity. - Allows teacher to see what students are
a) Do you know what makes the birds understanding the material that has been
different from other animals? introduced to them throughout the unit thus
b) Is it bright colours? No. Many fish far. Allows for students to demonstrate
and insects are colourful. prior knowledge of vertebrate classification
c) Is it wings? No. Many insects and traits and what helps scientists determine
the flying mammal bat have wings what animal goes in which classification.
too.
d) Is it eggs? No. Fish, amphibians and
reptiles also lay eggs.
e) Then what is it that makes the bird
different from others? FEATHERS
6) Now that we have begun thinking about - Provides students with a visual of the
birds and their traits, let's watch this video information they are expected to know.
to see if we can learn more about birds and Video is child friendly and uses techniques
the traits that make them unique vertebrates. like humor and sound effects to be relevant
7) Reflect on the video - what was interesting? and create interest in students.
What was something you already knew?
8) Now that weve learned about the different - Provides students with different types of
traits of birds, I would love to read about birds and how they have adapted to survive
some different types of birds and in different habitats. Allows students to see
adaptations that help them survive in variation in the bird class.
different habitats.
a) Discuss book/facts students may not
have known what they enjoyed
learning
9) Coming up to the whiteboard, lets
brainstorm our list of traits for BIRDS.
a) Feathers
b) Wings, can all birds fly? What
cant? Penguins or ostriches..
c) Warm-blooded
 d) Lay eggs
e) Beaks/Bills
f) Lungs/Breath oxygen
10) Head back to seats and ask students to fill
out vertebrate notebook page.
11) If time allows, give have rubric and cover
page completed.
a) Cover page should say
VERTEBRATE
CLASSIFICATIONS
NOTEBOOK with their names.
b) Paperclip together.
12) Any remaining time students can work on
finishing up vertebrate illustrations.
13) Students fill out exit ticket.

Meeting students needs (differentiation, Instructional Decisions / Reasoning

extensions, modifications, accommodations)
- AMa will need checking in while filling out
vertebrate classification notes as well as the
exit ticket. This student needs clear
expectations to be able to complete
assignments. Also checking in with student
during discussion and videos to make sure
there is nothing in the students hands that
would distract them and prevent them from
accessing information.
- QM will need frequent check-ins and
reminders to have quiet hands, to avoid
distracting themselves as well as their peers.
This student is often fidgeting with
something and this results in the student
missing important information.
- AH will require a check in before starting
the exit ticket assignment to make sure they
are on track and able to demonstrate that
they have met the learning objectives for the
lesson.
- To meet the needs of all the learners in the
classroom, it is important to make
accommodations and check in with students
as the teacher sees fit to make sure that all
students are able to access the information
being delivered during the lesson.
- By being aware of students activities and
behaviors, the teacher is able to guide and
redirect students to completing their work
efficiently and with high quality.
- By using multiple representations of
instruction, it meets the needs of the
different learners in the classroom. Students
are able to watch videos, listen to mentor
texts, and move to the front of the room to
brainstorm and share what they have
learned from the lesson. Many students are
visual learners, so allowing them to have
visual supports through the lesson increases
their ability to retain and understand
material.
 - Providing ample time to allow students to
write down all ideas to accommodate for
students with a slower writing speed.

Differentiation:
- Direct instruction
- Video
- Mentor text
- Guided discussion
- Reviewing prior knowledge
- Guided note taking
- Whole class brainstorm
- Independent work

Field Course Only Post lesson

Reflection
When beginning the lesson, it was clear that students were able to remember many of the facts that they
had acquired during the vertebrate lessons, and apply them to learning about birds and how scientists
classify them. After reading through the student exit tickets, it was clear that many students were able to
meet the learning objectives for the day.
- Two students exceeded the learning objective (by providing additional information that was not
required).
- Thirteen students met the learning objective.
- Three students partially met the standard.
- Two students were absent.
Looking at the results, it is exciting to see that many students were able to meet the standards. As I read
through the student responses that partially met the standard, I realized that while the students included
some pertinent information, they did not have include enough facts about birds that allowed me to see that
they had met the standard. If I were to give this exit ticket again, I would be explicit in my expectations,
telling students the exact amount of facts that should be included in their write-up that demonstrates that
they met the objective for the day. This assessment data tells me that most students are right on track with
the material. The introductory activity of the lesson indicated to me that students understood that traits are
not colors, and they were able to talk about the different traits of different classifications. It was great to
be able to hear the students applying their knowledge from previous lessons and demonstrate that they
were remembering the material that they had learned previously.
Overall the lesson went well, if I were to do it again, I would still include the video and the two pages
from a childrens book that really illustrated the traits of birds and how they all have the same traits but
can look different and exist in different habitats. The students seemed engaged and were willing to share
out their thoughts and questions.
If I were to teach this lesson again, I would want to give students a bigger heads up before the video.
During the video it shows a clip of a hawk flying down and picking up a fox. I did not question it during
the time, because I knew that nature was nature. But after the video, that was all the students could focus
on when the video ended. Some students seemed upset and some students thought it was very cool. It
took a while to get the students back into focus and back on task. This being said, I would have told
students to cover their eyes during this part of the lesson. I would also have made the exit ticket more
specific in telling students what they needed to do in order to meet the objective.

Teaching Standards and Rationale

Standard 1:
Paraphrase: The teacher is able to demonstrate understanding of how students learn. The teacher
understands that each student learns and develops differently in cognitive, linguistic, social, emotional,
and physical areas. With that knowledge of individual learners, the teacher can create developmentally
appropriate and challenging classroom experiences.

Rationale: This lesson was developmentally appropriate for all learners in the classroom. When the lesson
was created, each learner in the classroom was taken into account. Students were challenged to pull
together their knowledge from previous vertebrate lessons and apply that in this lesson. Students were
using that prior knowledge to determine what makes birds unique vertebrates. The learning objectives for
the lesson are age appropriate and ask the students to synthesize the information delivered to them in the
lesson practice the science skills from the Maine Learning Results.

Standard 2:
Paraphrase: The teacher understands that each student learns differently and each student comes from a
diverse culture. The teacher applies that knowledge to create a classroom community that is an inclusive
learning environment.

Rationale: The lesson took into account the individual differences between learners in the classroom. The
students needs were a priority in creating this lesson, as all students were encouraged to share their
personal knowledge or new ideas. Individual students were also accommodated in the lesson to ensure
they were able to successfully explain what they learned and demonstrate to the teacher that they met the
learning objectives for the lesson.

Standard 3:
Paraphrase: The teacher works with learners in the classroom to foster a collaborative learning
environment that encourages positive interactions with peers, and actively engaged, self-motivated
learners.

Rationale: This lesson encourages positive social interaction because it validated students ideas. There
were many opportunities for students to share out their thoughts and feel validated by their peers. Because
of this, the students were actively engaged in the material and most were willing to take risks and share
out their ideas. Those ideas were written on the board for all students to see, making the activity exciting
for students to allow them to see their ideas written out on the whiteboard.

Standard 4:
Paraphrase: The teacher understands the material that is being delivered to students. The teacher creates
classroom experiences that allow learners to access and create meaningful connections to the material.

Rationale: The teacher demonstrated understanding the content being taught by using multiple
representations of the material that allows the learners to understand the skills that are being taught. In the
beginning of the lesson, the teacher encourages students to use inquiry and apply their previous lessons as
they are asked to think about the features of birds that make them unique and what traits they share with
other vertebrates.

Standard 5:
Paraphrase: The teacher is able to connect concepts during instruction and engage students in deeper
thinking by using and encouraging different perspectives. The teacher creates a learning environment that
fosters critical and creative thinking, connecting material to local and global issues.

Rationale: This lesson uses innovative applications of content because students are asked to think together
in groups about what makes birds unique and what traits they share with other vertebrate classifications.
The students are asked to watch a video and reflect on their learning and what they saw during the video.
Once students understand the traits that make birds unique, they are able to learn about how different
birds use their traits to survive by using a mentor text.

Standard 6:
Paraphrase: The teacher is able to apply multiple methods of assessment to aid students in becoming more
aware of the progress they are making. The teacher is able to analyze assessment data to inform planning
and instruction.

Rationale: The lesson implements different forms of assessment to monitor student understanding. The
teacher carefully observes and listens to student responses while they are sharing out their ideas during
the lesson. The teacher is also able to listen to many different answers from students throughout the
lesson to gain knowledge on student understand as well as misconceptions the students may have.
Students are also asked to fill out an exit ticket to allow them to demonstrate meeting the learning
objectives for the lesson.

Standard 7:
Paraphrase: The teacher draws upon multiple factors such as learner development, knowledge of content,
and pedagogy to develop lessons that supports and challenges each learner in the classroom.
Rationale: This lesson was carefully planned out to help students meet their learning objectives. Students
were given supports such as handouts to help students follow instructions throughout the lesson and
inquiry based activities to allow them to learn the material and meet the learning objectives. The lesson
was appropriately sequenced to allow students to take their learning into their own hands, synthesize the
information given to them, and make generalizations about that information.

Standard 8:
Paraphrase: The teacher is able to implement multiple instructional strategies to promote deep
understanding of content and material by helping students create connections and build skills to access
and apply information.

Rationale: The teacher implements many different teaching and instructional styles into the lesson to
encourage learners to develop a deep understanding of the material. Examples of the different
instructional strategies implemented in the lesson are: Direct instruction, video, mentor text, guided
discussion, reviewing prior knowledge, guided note taking, whole class brainstorm, and independent
work.

Standard 9:
Paraphrase: The teacher is a reflective practitioner that is always evaluating their teaching practice and
interactions with individuals. The teacher is continuously seeking opportunities improve their practice to
meet the needs of their learners.

Rationale: The teacher demonstrates reflection and continuous growth in this lesson by sitting down after
the lesson is taught and analyzing student assessment data, student participation, and instructional
practices. The teacher analyzes about what went well during the lesson that helped the students meet the
learning goals, and what could be changed in the future to allow students to be more successful in
meeting their learning objectives.

Standard 10:
Paraphrase: The teacher finds opportunities to take on leadership roles and opportunities to take
responsibility for student learning. The teacher collaborates with students, parents, community members,
and other professionals to advance the profession and foster learner growth.

Rationale:In this lesson, the teacher demonstrated collaboration by meeting with their mentor teacher to
ensure that the lesson was meeting the needs of all the learners in the classroom. This allowed the teacher
to effectively differentiate the lesson and develop strategies that allowed the teacher to meet the needs of
all the learners in the classroom and encourage achievement. The teacher used the pre-assessment given
to students to mold the plan for the instruction.
ISTE:
Paraphrase: The teacher designs, develops, and evaluates learning experiences and assessments using
technology to maximize content learning.

Rationale: Technology was implemented to create and plan this lesson. During the lesson, technology was
used to enhance student understanding by projecting an informational video that illustrated and explained
the traits of birds while providing students with engaging images.