Running head: SIGNATURE ASSIGNMENT 1

Comprehensive Unit and Assessment Plan with Embedded Fieldwork

Gino, I, Fragoso

Azusa Pacific University

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Abstract

This paper will discuss the value of assessments in a unit plan. It will focus on the

modifications required for three target students of different needs. An English language learner, a

special education student, and a gifted and talented student. The paper includes three lesson plans

as part of a unit plan. Each lesson has an assessment built in. Using the results from the

assessments and reflection on the lessons taught the paper will examine what aspects of the

lesson worked and which aspects could be improved on. The aim of the paper is to demonstrate

the importance of assessments in the classroom and how they can be used to guide instruction.
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Table of Contents

ABSTRACT………………………………………………………………………………………2

INTRODUCTION………………………………………………………………………………...4

LESSON DELIVERY AND ASSESSMENT ADMINISTRATION…………………………….7

ASSESSMENT RESULTS & ANALYSIS……………………………………………………...10

REFLECTION…………………………………………………………………………………...13

REFERENCES………………………………………………………………………………..…15
SIGNATURE ASSIGNMENT 4

Comprehensive Unit and Assessment Plan with Embedded Fieldwork

Introduction

Unit plans are made with a classroom in mind. Although each set of students needs the

teacher to differentiate slightly so that the lesson fits each of their unique learning styles, at

Ellington Elementary, both third-grade teachers meet every few weeks to ensure that their

lessons are progressing at a similar pace and to discuss any lessons that need clarification. Being

aware of the school’s demographics also gives insight to what kind of environment a teacher

might be working with. As a teacher spends more time in their classroom, they begin to get a

better picture of their students interests and needs. With the school’s demographic information in

mind, a Unit Plan comprised of three lessons was created. The Unit plan takes into account the

different needs of three targeted students. An English language learner (ELL) student, a Special

Education (SPED) student, and a Gifted and Talented Education (GATE) student. With these

target students in mind and their different educational needs, the Unit plan was formed.

Ellington Elementary is made up of 89% Hispanic or Latino students, 74.7% are

considered socioeconomically disadvantaged, 22.3% are English Language Learners (ELL) and

15.6% are students with disabilities (California Department of Education, 2017). Identifying the

demographics of a school is important because it can tell you a lot about the culture there. With a

majority of Latino students and nearly of quarter of all students being ELL it is natural to

conclude that a lot of Spanish is spoken at the school. Having students who are considered

socioeconomically disadvantaged in the percentage listed must also mean that the district has

limited tax revenue and therefore limited funds and resources.

The English language learner (ELL) student named, Janessa is, according to the teacher,

at a fairly advanced level of language acquisition (L. Salinas, personal communication, January
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30, 2019). She can speak clearly and quickly. Janessa has some limitations with the vocabulary

she uses when writing. The level is difficult to determine because she completes her assignments

at roughly the same time as the other students. From observing the classroom a few hours one

can determine that even though she has advanced language skills, she still requires scaffolding

when being introduced to new academic terms such as those used in the classroom and modeled

by the teacher. The teacher uses front loading before introducing new subjects and uses visuals

as much as possible. Janessa requires that instruction be explicit and at a slowed pace to ensure

her understanding.

The SPED student, Elvaro, has an IEP with a listed medication that he is to take every

day. Elvaro, however, refuses to take his medication as he thinks he does not need it (L. Salinas,

personal communication, January 30, 2019). Not taking his medication causes Elvaro to be

distracted and becomes a distraction to other students. To accommodate his needs, Elvaro sits on

a textured pad. He is also moved to different parts of the classroom when he is off task to give

him time to focus and minimize distractions. Although a strong teacher like the one observed

seems to handle him very well, the teacher believes that if he were in another classroom, he

would require more support. Currently he is pulled out of class for 30 minutes twice a week.

The final focus student is a GATE student named Edward. Edward can be a distraction at

times when he finishes his work quickly. This requires the teacher to have a supplemental task or

alternate work ready for him. There are times he is told to read, play an educational game on the

Chromebook, or continue an ongoing craft tied to the unit. Although these tasks are all a form of

modification, he is not singled out when asked to do them because they are options that all the

other students can take advantage of. Most of the time the teacher has worksheets prepared that

students like Edward can work on when finished.

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The unit planned for these students will be a science unit. In it, the students will be

introduced to the science book and terms discussing biomes, adaptations, and behaviors as

applicable to Forest and Grassland animals. The small unit is part of a larger science unit and

will serve as an introduction to scientific terms and a method to writing definitions in their

journals. The goal of the unit plan is to learn the terms as they apply to a selection of animals in

two habitats. This will serve as a scaffold when switching to discussing the terms as they apply

to Humans or other animals in the class unit. The summative assessment would be a constructed

response where the student is asked to write a medium length response encouraging the students

to recall knowledge and encourage complex thinking.

The first lesson will have a diagnostic assessment to determine how many of the ideas

and terms the students know in order to guide my instruction. In this initial lesson the students

will explore the science book, find the terms, and write them in their journal. In the second

lesson, the students will share ideas on how to define the terms in their own way to ensure most

of the students know what they mean. This will be assessed using a worksheet and will serve to

let me know if the terms need to be reviewed or used and defined more frequently. The final

lesson will have a summative assessment where the students will use the terms to write about

human adaptations and behaviors.

By tailoring the unit to these three students, I will ensure that learning is done to the best

of their abilities. Focusing on Janessa’s language acquisition will help the other students learn

the terms through the frequency in which I use them. Having prepared work for Edward will

make sure that any student who finishes early has supplementary learning material that

challenges them without giving them more of the same. The accommodations used for Elvaro

will be an example of how the lesson can be changed for students who have different needs. By
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focusing on these three students the needs of the classroom are able to be met as long as all the

students have access to the accommodations as needed.

Lesson Delivery and Assessment Administration

Although lessons are designed to meet the goals of the whole unit, each lesson has goals

that serve as scaffolds for the students learning. This lesson was the first science lesson the

students would have direct from their textbook. Because the class textbook was used, this lesson

was adapted from ideas in the teacher’s edition of the classroom text. This paper will examine

the lesson delivery, focusing on the positive and negative aspects. It will discuss the assessment

administered to the students. It will then compare the class results to those of the target students.

The lesson began with a diagnostic Kahoot quiz which gives the instructor immediate

results and set a baseline for how much the classroom knew. The students enjoyed it and have

done those kinds of quizzes before. I wrote the website on the board for all the students to see.

The students used their class set of Chromebooks to complete the assessment. This is where one

of the first mistakes emerged, although I instructed the students to use their first and last names,

some of the students only used first names. This is a limitation of Kahoot as I am not able to

force them to use their own names, nor can I remove names that were not complete. After the

assessment I sat the students on the large group area at the back of the classroom and read the

two pages required for the lesson with them. Although reading it together was suggested by the

teacher, I found it difficult to keep pace with the students because they were reading at slightly

different speeds and did not use inflection. Another mistake was over estimating the speed of the

students. Reading the book and pointing out the features of an informational text took so long

that I had to cut out a part of the lesson where students sorted animals into different habitats. The
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students were then excused back to their seats. Although classroom management plays a major

role, beginning with a fun activity engaged the students and kept their attention.

Administering the first assessment was the best part for them. The students were excited

and followed directions for the most part. The assessment showed that although they have some

knowledge of where to find certain plants and animals, they did not know the terms that the

lesson was about to introduce. The assessment was modified for the ELL and SPED student by

reading the questions on the screen out loud. No front loading was done before the diagnostic

assessment to get the most accurate results

The results of the quiz had 57% of students answering correctly which meant that they

did not know many details about eh subject we were about to be exploring. Although not the

highest scorer, Edward answered 7 out of 10 questions correctly. Kahoot displays a timer and

rewards the user on accuracy and quickness of choice. This may account for some students

answering incorrectly. Although the students were instructed to take their time, when they see a

timer for a question, the students will go as quickly as possible. Janessa, the ELL student

answered slower scored about the same as the rest of the class. Elvaro, was the surprise, because

even though he can read and is a bright student, he was slow to answer possibly due to the

distractions or not paying attention to when I read the questions out loud.

Overall the first lesson of the unit went as well as expected. A part of the lesson had to be

dropped for time constraints which is something teachers need to be prepared for. The students

had an activity to do should they finish early, and many enjoyed the lesson. Having introduced

the terms and the definitions the groundwork has been set for the second lesson in the unit.

Having more direct experience working with the students I went in with more confidence.

The second lesson builds upon the first by reinforcing the vocabulary through use in discussion.
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Each lesson and unit build upon the last in some way. By linking the student learning of past

lessons to the new lesson, one can ensure that students gain the knowledge outlined in the lesson.

There were more positive aspects in this lesson than the last, although that could just be

experience with the classroom

The lesson did not have as fun of an anticipatory set to engage the students. They were

shown utensils and asked to match them to the food that they would be best suited for. One thing

I would do differently for this lesson is try to either give the students enough sets of the utensils

that each student can take turns examining them first. This would front load for the ELL and

SPED student while give the kinesthetic learners something to scaffold upon. The input portion

of the lesson was short to try and accommodate more time for the students to enter guided

practice and independent practice. In the input portion of the lesson the students showed their

work by reading their definitions that they wrote in their science journals the day before. Not all

students finished writing the definitions, they were allowed to bring the textbook to the carpet.

After the students read their definitions, I modeled how to write definitions in their own words in

their science journals. I should have done that after I had them think pair share ideas for writing

definitions in their own words. The part of the lesson that worked best was the independent

practice. After brain storming the students sat quietly writing the definitions in their own words.

Elvaro had difficulty with this portion of the lesson due to difficulty focusing. Taking a cue from

what I had observed I moved him to another part of the classroom. After being sat away from

students he could interact with he began to do his work.

The assessment in this lesson was formative and took the place of an exit ticket. Although

not a summative assessment nor my only way to monitor the students progress, the assessment

was a worksheet where students could link the definitions to the terms. I also assessed the
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students by walking around and reading what they were writing. Formative assessments can take

place anywhere in the middle of a lesson and serve as a guide for the teacher to check for

understanding and move on or re-teach a portion of a lesson. The worksheet was given to the

students with a little under ten minutes to complete it. Although one would have preferred to take

the questions in the worksheet and create another Kahoot quiz, the worksheet was used because

of the time constraints and competitiveness a Kahoot quiz can have. The worksheet allowed each

of the target students to work at their own pace. This worked well for Elvaro who was able to get

a clipboard and go to a quiet area to focus and finish it quickly. Janessa took more time to

complete it than any of the other target students but not by much. Being one of the first students

to finish, Edward went on to read a book by his own choice. The class was able to accurately

finish the worksheet with minimal mistakes.

Most finished before the time was up and moved on to reading their library books.

Difficulty arose here due to kids finishing early and my not having an activity prepared that

would take advantage of the time to expand instruction. In the future I need to be prepared to

expand and shorten lessons as they are needed and not try to plan for where I think the students

will use most time. As a classroom teacher, I will have a chance to get to know my students and

accurately estimate how long a lesson will take. As with every lesson, it is better to be overly

prepared than not.

Assessment Results & Analysis

This portion of the paper will delve into a deeper examination of the assessment results.

The results of the entire classroom will be compared to the results of the three target students.

Using the differences between the target students and the classroom, this portion of the paper

will discuss modifications that can happen to the unit plan to ensure the highest amount of
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learning takes place. Assessments help serve the teacher by giving evidence that progress is

being made and at what rate. Combining these results with feedback helps the students in your

classroom learn where their weaknesses are and what they need to work on to improve overall.

The first assessment analyzed to guide instruction is the diagnostic assessment. There

must be room to modify the lesson based on how the students do. The diagnostic assessment in

lesson one of the unit asked students ten multiple choice questions on the subject of habitats,

adaptations, and identifying which would work where (Circle Graph 1).

Circle Graph 1 Percentage of students answering that number of questions correctly

Kahoot Results

6
23% 7
5 19%
19%
4
3 8
0%
8% 31%

The

chart breaks down

what percentage of the students who took the diagnostic assessment got the quantity of questions

correct. As shown in Circle Graph 1, the majority of the students got eight questions correct and

50% of the class scored a seven or higher. Janessa, the ELL student scored a six, just bellow the

class average. Edward, the GATE student, scored a seven, and Elvaro, the SPED student, scored

a six, same as Janessa. One would assume that the target students should fall within the extreme

ends of the scores the graph shows that they are actually right in the class average. Through

observations in the classroom Elvaro stands out as a student who may not absorb as much
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information because he appears distracted. These results show that he is still a bright student who

needs guidance to excel. When discussing Elvaro, his teacher considers him a bright student who

has difficulty focusing (L. Salinas, personal communication, January 30, 2019). Observations of

Janessa would place her in the same location. This is not because of a lack of intelligence but

could be due to the speed at which she read the questions. One must keep in mind that when

using Kahoot, the questions are projected on the board while the answers lie on the Chromebook

screen.

The second assessment was a worksheet where the students were to match the terms we

have been practicing with the definitions. Admittedly, the assessment sounds simple but the goal

isn’t to check to see if the students memorized the terms and definitions, but if they can correctly

identify them. If they can achieve that, then the students will be able to correctly use them in

their writings and speech.

Bar Graph 1 Amount of students with listed Score

The table shows how many students who took the formative assessment worksheet and

how many scored a particular score. The results from this assessment demonstrated that in two

days’ time, the students have made great progress towards understanding the terms and therefore,

the concepts. Edward scored a nine, Janessa a ten and Elvaro an eight. Based on the assessment

more emphasis should have been placed on the difference between habitat and biome. Ideally the
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vocabulary would have been introduced earlier, but after the two lessons were taught Miss

Salinas continued to scaffold upon their last unit on Native Americans to help explain the

difference between the terms. Her history with the students allows her to link the new subject

and build upon what the students already know.

Based on the assessment findings I should have shown a video on the difference between

habitats and biomes. Or a video on forest and grassland animals would serve to not only gain

their interest on the subject but to make them wonder what else they can learn about the animals

and their different adaptations. Assessments are also meant to be shared to demonstrate progress.

I would use charts like these to show parents where their student ranks in relation to the other

students in the classroom and what terms they are lacking. Using that I can encourage certain

terms to be used at home by communicating with the parents either through notes, email, or

personal communication.

Assessment results also help with planning because knowing which terms the students are

having trouble with, I would be able to tailor the next lesson to focus on those terms or

continually use them throughout the day. By using the terms throughout the day, I can create a

theme for all lessons so that instead of having each subject separated they can all contribute to

the whole. Most importantly, because of the limited instructional hours in a year, a lesson could

be skipped over to focus on a subject more students are having difficulty with.

Reflection

Having created and taught a unit consisting of three lessons I have learned that because

the assessments come first, the objectives of the lesson have to be geared to meeting the goal.

The goal being that as many students as possible get a high score on the formative assessment at

the end of a unit. Until the summative assessment, all the formative assessments are used as
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guides. Short response assessments like the diagnostic assessment are best used to measure

knowledge and simple understanding targets (McMillan, 2018, p. 245). The assessments tell the

instructor what knowledge their students are able to retain and where they are having difficulties.

Instructional planning sometimes must take a back seat, time constraints force teachers to make

tough choices on when to move on from a lesson and what is worth going back to re-teach.

Adopting a cross curriculum theme allows the learning of all subjects to be embedded in

the different disciplines. This ensures that concepts as well as vocabulary are being used and

absorbed by the students throughout the day. Using what I learned from this assignment I plan to

continually use fun and engaging assessment activities to monitor my students progress as much

as possible so that I can ensure that students are learning. As stated before, short answer or

completion response assessments are valuable tools for measuring understanding and take little

time. Without using assessments to monitor progress two possible outcomes could occur. One,

many of the students could already know a subject and I would be wasting instructional time

while they are bored. Or two, I move on past a subject I thought they understood and then they

score poorly on the summative assessment and I have to go back and re-teach a lesson causing

me to lose instructional time from another subject.

Each choice made in a lesson, no matter how trivial, is important. Choosing the right kind

of assessment and varying them helps keep students engaged. Feedback from the assessments

helps students identify if they are on track with their and your learning goals. In creating this and

teaching part of this unit, I am able to get a better understanding of the larger picture that

teaching entails.
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References

California Department of Education. (2017). Alice M. Ellington Elementary School 2016-17

school accountability report card published during the 2017-18 school year. Retrieved

from http://sarconline.org/SarcPdfs/9/19642796011217.pdf

McMillan, J. (2018). Classroom assessment: Principles and practice for effective standards-based

instruction (7th ed.). New York, NY: Pearson

Salinas, L. (2019, January 30). Personal communication.

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Interdisciplinary Unit Plan Format

Unit Plan Overview

Teacher: Gino Fragoso Time Frame (Days, Periods, etc.)

Unit Title: Forests and Grasslands Grade Level: 3rd

Subject/Topic Areas:
Subject Area Involved
Science
Main Topics Rationale
Adaptation, Biome, This Unit will serve as an introduction to the greater
Habitat subject of environments and their changes.
Students will first build their knowledge on what
biomes and habitats are.

Unit Rationale:
Students will learn that there are different biomes and in each, the living creatures that live there are
adapted to do so. Students will also learn that an adaptation for one location does not mean it will work
well for a different biome. Animals have adapted to thrive in the locations that they live, they need to
think critically on what those adaptations are and how they help.

Unit Standards: (CCSS & Professional Standards)

LS2.C: Ecosystem Dynamics, Functioning, and Resilience
▪ When the environment changes in ways that affect a place’s physical characteristics,
temperature, or availability of resources, some organisms survive and reproduce, others move
to new locations, yet others move into the transformed environment, and some die. (secondary
to 3-LS4-4)

LS4.C: Adaptation
▪ For any particular environment, some kinds of organisms survive well, some survive less well,
and some cannot survive at all. (3-LS4-3)

Unit Goals: (Unit goals vs. Lesson objectives)

Students will be able to discover the terms given a chapter in a science book and define them accurately in their
science journal 100% of the time.
SWBAT classify animals in the given chapter into forest or grassland biomes accurately 80% of the time in a
chart in their science journal.
SWBAT define habitat, biome, adaptation, and behavior 80% of the time using a matching worksheet.
SIGNATURE ASSIGNMENT 17

SWBAT define the terms in their own words in their science journals 100% of the time
SWBAT use the terms adaptation and behavior accurately 80% of the time while writing in their journals
SWBAT describe how adaptations help people
SWBAT describe how behaviors help people

Enhance Essential (Critical) Questions:

How can adaptations and behaviors help people?
Why do some animals adapt to live in certain habitats?
What behaviors help animals?
What adaptations help animals?

Map the Critical Content (Scope and Sequence)

1. Assess if they know any of the terms this Unit will teach (Adaptation, behavior, biome, forest,
grassland, habitat)
2. Read about Forest’s and Grasslands
3. The students will create a definition page for each term to aid their recall
4. Students will list adaptations and behaviors that can help animals survive
5. Students will write about the behavior or adaptation they think helps people

Lessons

Lesson 1
Students will explore the textbook and write the terms and definitions in their science journal

Objectives:
Students will be able to discover the terms given a chapter in a science book and define them accurately in their
science journal 100% of the time.
SWBAT classify animals in the given chapter into forest or grassland biomes accurately %80 of the time given a
chart to fill out in their science journal.

Subject-Specific Pedagogical Methods:

Assessment: Diagnostic assessment using a Kahoot quiz to gauge their level

Lesson 2
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Students will practice re-writing the terms in their own words

Objectives:
SWBAT define habitat, biome, adaptation, and behavior 80% of the time using a matching worksheet.
SWBAT define the terms in their own words in their science journals 100% of the time.

Subject-Specific Pedagogical Methods:

Assessment: Formative assessment having students match terms to definitions on a worksheet

Lesson 3
Students will use the terms to write about adaptations and behaviors humans have

Objectives:
SWBAT use the terms adaptation and behavior accurately 80% of the time while writing in their journals
SWBAT describe how adaptations help people
SWBAT describe how behaviors help people

Subject-Specific Pedagogical Methods:

Assessment: Summative assessment having students write about which adaptations and behaviors
help humans in their science journal

Analyze for Learning Difficulties

EL
• Language and Comprehension
• No background knowledge
• Limited Vocabulary
SPED
• Difficulty focusing
• Easily overwhelmed when reading informational texts
• Prefers visual and kinesthetic learning
GATE
• Behavior problems from being bored
• Focusing on perfection
• Lack of organizational skills

Reach Enhancement Decisions

EL
• Activate prior knowledge of animals
• Set realistic goals- Determine level of EL and scaffold from there
• Add language objectives- Teach vocabulary in context and review it multiple times
• Reinforce Vocabulary- Vocabulary cards, graphic organizers
SPED
• Break down assignments into smaller sections
• Space breaks between assignments
• Cooperative learning- have students discuss with peers the differences in similar terms
• Note taking guides- Model how to write definitions in ways that help them
• Include multisensory strategies- videos, sounds, pictures
GATE
• Speak to student interests- incorporate art and music into presentations
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• Compare learned material to real life experiences- conduct further research

Teach Strategically (Instructional Strategies)

Lesson One:

Lesson Two:

Lesson Three:

Resources, Materials & Technology used by students in this unit plan:

Lesson One:
• Projector
• Document Camera
• Definition cards
• Science Book
• Diagnostic assessment worksheet
• Chromebooks
• Internet Access
• Science journals
• Pencil
• Dry erase board
• Dry erase marker
• Crayons/color pencils

Lesson Two:
• Projector
• Document Camera
• Definition Cards
• Science Vocabulary Worksheet
• Science book
• Science Journal
• Pencil
• Internet Access
• Dry erase marker
• Dry erase board
• Clip boards
Lesson Three:
• Vocabulary Cards
• Projector
• Document Camera
• Science Book
• Science Journal
• Pencil
• Definition Card
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Unit Assessment Plan – Diagnostic, Formative, Summative must be used.

Goals Performance Criteria Types of Subject Specific Pedagogical
Assessments Methods
-Students will be -Students will be able to
able to locate discover the terms given Diagnostic- Kahoot
definitions in an a chapter in a science quiz based on terms
informative text book and define them
-Students will accurately in their Formative- Matching
classify animals science journal 100% of term to definition
based on their the time. worksheet
habitat -SWBAT classify
-Students will be animals in the given Summative- Write out
able to use the chapter into forest or the argument using a
terms accurately grassland biomes topic sentence,
-Students will be accurately 80% of the supporting facts, and
able to write about time in a chart in their details for what
adaptations and science journal. behavior or adaptations
behaviors -SWBAT define habitat, would be useful to
biome, adaptation, and people
behavior 80% of the
time using a matching
worksheet.
-SWBAT define the
terms in their own words
in their science journals
100% of the time.
-SWBAT use the terms
adaptation and behavior
accurately 80% of the
time while writing in
their journals
-SWBAT describe how
adaptations help people
-SWBAT describe how
behaviors help people

Reflections
-More time should be allocated to each lesson since it serves as the first time they are using the
science textbook
-Terms should be easy to access on their computers
-Students should have had the chance to share their definitions in a collaborative google doc
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APU SINGLE SUBJECT LESSON PLAN FORMAT

VITAL COURSE INFORMATION

Subject(s): Science

Topic or Unit of Study: Forest and Grassland

Grade/Level: 3rd

CCSS Standards/State Frameworks: LS2.C: Ecosystem Dynamics, Functioning, and Resilience

▪ When the environment changes in ways that affect a

place’s physical characteristics, temperature, or
availability of resources, some organisms survive and
reproduce, others move to new locations, yet others
move into the transformed environment, and some die.
(secondary to 3-LS4-4)

LS4.C: Adaptation
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▪ For any particular environment, some kinds of organisms

survive well, some survive less well, and some cannot
survive at all. (3-LS4-3)

Corresponding Big Ideas:

Corresponding Essential Questions: Why do some animals adapt to live in certain habitats?

IMPLEMENTATION

Learning Context: Prior to the lesson the students have examined regions during their

lesson on Native Americans. This lesson will serve as an introduction to

classification of animals based on their biomes. Students will learn the

definitions to terms that will help them classify they animals. The initial

Unit will focus on Forest and Grasslands. Students will learn the

required terms and practice rewriting terms in their own words.

Learning Objectives Matched to an Students will be able to discover the terms given a chapter in a science

Essential Question: book and define them accurately in their science journal 100% of the

time.

SWBAT classify animals in the given chapter into forest or grassland

biomes accurately 80% of the time in a chart in their science journal.

Instructional Input: Anticipatory Set:

• Students will begin with a diagnostic test to see if they know any of
the terms beforehand. The quiz will be a Kahoot quiz which the
SIGNATURE ASSIGNMENT 23

students can use the class chrome books or use a physical

worksheet.
Say: For this lesson we are going to begin by playing a game, we will

be playing a Kahoot quiz so what are we going to need? (encourage

students to answer chrome books)

• Dismiss students by rows to go get the chrome books from the cart.
Once a row of students has finished getting their chrome books call
out the next row until all students are ready.
• Write the website they need to go to on the board (Kahoot.it)
Say: OK, now go to the website written on the board and I will write the

code to begin once everyone gives me thumbs up to show that they are

ready.

• Have students take the quiz.

Input:

Say: Now that we finished the quiz it seems like some of you don’t

know some of the terms. That’s ok because we are going to begin to

learn them today. I want everyone to get a partner and one science book

and sit together at the carpet.

• Students will choose their own partners.

Say: I am letting you choose your own partner but if you can not read

along or listen quietly then you can get your own book and look at it on

your own.

• If students are distracting have them get their own book and
separate.
• Teacher will read page 8-12 of the science book at the carpet area
in the back of the class. Students will get their own science books
to read along.
Say: OK, open your book to page eight. I will be reading page eight

through 12. If you like, you can read with me but make sure to keep

your voices low so that everyone can hear me.

• Teacher will model looking at text features to find information such

as definitions.
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• As you read point out the list of vocabulary terms at the beginning
of the chapter and the location of the terms in the text. Terms have
been highlighted.
Ask: As you can see, the textbook already pointed out the location of

the terms by doing what? (encourage students to answer that terms are

highlighted and bold)

Guided Practice:

Say: Ok, now that we read the chapter together, I am going to show you

how we are going to remember each of the terms. When I say “go” you

will return to your desks and take out your science journal, pencil, and

the textbook. GO

• As the students are getting settled ready the document camera by

placing the teacher Science journal under it so you can model what
they need to write.
Say: OK, so on each page we are going to divide the page into four

equal parts by dividing the paper in half horizontally (hand motion) and

vertically (hand motion).

• Teacher will model dividing the pages and writing the terms at the
top of the page.
Say: the reason we are dividing up the page is because in each page we

are going to write the textbook definition, say it in our own words, come

up with examples, and non-examples. But today we will be writing the

definitions together.

• Model the dividing of the page and writing the text book definition
Say: Remember, we don’t need to write the first few words. Only the

parts we need for the definition.

Independent Practice:

• Once the students write some of the definitions with you allow
them to finish on their own. Definitions will be written word for
word in their journals. Encourage the students who finish early to
go to the back of the classroom and quietly quiz themselves.
• The writing journal and the list of terms with complete definitions
will be the exit ticket and serve as an assessment.
SIGNATURE ASSIGNMENT 25

• Walk around helping students and asking them if they need any
clarification.
Closure:

Say: Now that we have finished the definitions, tomorrow we will be

writing them in our own words. These terms are important to know for

the rest of the unit because we will be using them over the next few

weeks and it is important that when we discuss different animals’

adaptations to their biomes or habitats that we all understand what the

words mean.

Procedures with Subject Specific Lesson includes direct instruction to ensure the students are grasping

Pedagogical Rationale for each choice the concepts, and modeling to demonstrate how to write definitions in

(including expert references): different ways to help them recall information

Differentiated Instruction (Tailoring to ELL

Individual needs of specific students

• Using visuals such as pictures, and allowing them to rewrite
ELL, GATE, Special Needs): definitions in their own words to modify the lessons for the
student.
SPED

• Graphic organizers for the terms so they can focus on writing

the terms. This would be an accommodation so they can stay
on task.
• Time for walking around and helping students individually.
The independent practice time can be used to help students
with different needs.
GATE

• Access to Support Vocabulary worksheet (that all students will

have access to). This will allow the students to continue their
learning without giving busy work.

Student Products that will be collected: Diagnostic Assessment data and science journals.
SIGNATURE ASSIGNMENT 26

Informal Checking for Understanding Checking for understanding will occur throughout the activity by

that will occur: asking questions, grading the diagnostic assessment, and walking

around observing their interactions while they re-write the definitions in

their science journals

Student Collaboration and grouping: Students will work individually during the lesson. Desk partners or

neighbors may be used to tell their desk partner their own definitions

Time Allotment: 45 minutes

Author's Comments & Reflections:

MATERIALS AND RESOURCES

• Projector
• Document Camera
• Definition cards
• Science Book
Instructional Materials and resources • Diagnostic assessment worksheet
• Chromebooks
(Including Technology): • Internet Access
• Science journals
• Pencil
• Dry erase board
• Dry erase marker
• Crayons/color pencils

STANDARDS & ASSESSMENT

SIGNATURE ASSIGNMENT 27

Assessment/Rubrics with Connection • Diagnostic assessment will be graded based on number of

accurate answers.
back to an essential question and

appropriate learning objectives:

List of questions in Kahoot Assessment:

1. Cactus live in
a. Deserts
b. Rivers
c. Oceans
d. Swamps
2. A place where lots of trees grow close together is called a
a. Desert
b. Grassland
c. Forest
d. Habitat
3. A large area that has similar living things and about the same rainfall and
temperature is called a
SIGNATURE ASSIGNMENT 28

a. Biome
b. Habitat
c. City
d. Bubble
4. A way of acting or a body part that helps a living thing survive is a
a. Activity
b. Adaptation
c. Behavior
d. Nature
5. An area made up of large, flat land that is covered with grasses is a
a. Ocean
b. Tundra
c. Wetland
d. Grassland
6. Claws on a lion are an example of a
a. Adaptation
b. Behavior
c. Growth
d. Anger
7. The place where a plant or animal lives is called
a. Biome
b. Nature
c. Home
d. Habitat
8. The way an organism typically acts in a certain situation is called a
SIGNATURE ASSIGNMENT 29

a. Tantrum
b. Action
c. Behavior
d. Tundra
9. Which animal would survive a cold winter?
a. Bear
b. Giraffe
c. Monkey
d. Snake
10.Which helps an animal hide in the snow?
a. Scales
b. Sharp Claws
c. Stripped coat
d. White coat

APU SINGLE SUBJECT LESSON PLAN FORMAT

VITAL COURSE INFORMATION

Subject(s): Science

Topic or Unit of Study: Forest and Grassland

Grade/Level: 3rd
SIGNATURE ASSIGNMENT 30

CCSS Standards/State Frameworks: LS2.C: Ecosystem Dynamics, Functioning, and Resilience

▪ When the environment changes in ways that affect a

place’s physical characteristics, temperature, or
availability of resources, some organisms survive and
reproduce, others move to new locations, yet others
move into the transformed environment, and some die.
(secondary to 3-LS4-4)

LS4.C: Adaptation

▪ For any particular environment, some kinds of organisms

survive well, some survive less well, and some cannot
survive at all. (3-LS4-3)

Corresponding Big Ideas:

Corresponding Essential Questions: How do adaptations help animals?

How do behaviors help animals?

IMPLEMENTATION

Learning Context: This lesson will review the previously learned terms. It will serve as a

lesson where they can use the terms they have learned and use them to

describe the adaptations animals use in the forest or grassland biomes.

Learning Objectives Matched to an SWBAT define habitat, biome, adaptation, and behavior 80% of the

Essential Question: time using a matching worksheet.

SWBAT define the terms in their own words in their science journals

100% of the time.

SIGNATURE ASSIGNMENT 31

Instructional Input: Anticipatory Set:

• Students will begin with an Express Lab activity that will have
them match utensils to the foods they could eat using the utensils.
Say: Hello scientists, today we are going to investigate what these

utensils are for. We will be determining which foods we can eat using

which utensils

• Using their dry erase boards show pictures of food and have them
write which of the utensils (fork, spoon, chop sticks, hands) that
they would use.
Input:

Say: I want you to quietly put away the dry erase boards and take out

your science journal and go to the carpet (Large group area)

• Have students read the definitions out loud.

Say: Sometimes, when we try to remember a definition, we don’t

remember it word for word. This is alright because we can remember

them in our own way as long as we remember the key points.

Guided Practice:

Say: Now that we went over the definitions, we are going to practice

saying them in our own words. Let’s go back to our desks.

• Have a student pick out a word and read the definition, then model
writing it in your own words using the document camera and
projector. Have students help you come up with synonyms to use
language common to them.
Say: Before we begin, I want you to try and come up with your own

definitions and share them with a friend

• Line up the students in two rows facing each other. This will be
their first partner. They can choose where who their first partner is
because after each turn each row will rotate one person to the right.
SIGNATURE ASSIGNMENT 32

Say: Now we are going to take 2 minutes per word. You will use those

2 minutes to talk with your partner about the word and how you would

define it using your own words.

• Do not let the students write yet. This is only to brainstorm ideas
Independent Practice:

Say: Now that you have brainstormed ideas with your peers I am going

to give you 15 minutes to write the terms in your own words in your

science journal. Thank your partner, go to your desks or choose an area

where you can work independently.

• Allow students to use clipboards to write on the carpet or other area

they choose to work at.
• Start a timer using the projector.
Say: You have 15 minutes. If you need help or have a question, please

raise your hand

• Walk around checking that all students understand what they need
to be doing.
Closure:

Say: Timer is done, pencils down, eyes on me.

• Begin to pass out the worksheet

Say: I am handing out a worksheet. You have five minutes to complete

it. It has the definitions and list of terms. You need to match the terms

as best you can.

• Collect the worksheets before they leave.

Procedures with Subject Specific

Pedagogical Rationale for each choice

(including expert references):

SIGNATURE ASSIGNMENT 33

Differentiated Instruction (Tailoring to ELL

Individual needs of specific students

• Using visuals such as pictures and allowing them to rewrite
ELL, GATE, Special Needs): definitions in their own words.
SPED

• Graphic organizers for the terms so they can focus on writing

the terms as an accommodation.
• Time for walking around and helping students individually
during independent practice
GATE

• Access to Support Vocabulary worksheet (that all students will

have access to). Encourage the students to come up with
examples of adaptations not in the book.

Student Products that will be collected: Formative assessment worksheet

Informal Checking for Understanding Checking for understanding will occur throughout the lesson by

that will occur: monitoring the students answers and grading the formative assessment.

Student Collaboration and grouping: Partners will be used during think pair share. Students will be lined up

in two rows facing each other and will rotate one peer to the right each

turn.

Time Allotment: 45 minutes

Author's Comments & Reflections:

MATERIALS AND RESOURCES

SIGNATURE ASSIGNMENT 34

• Projector
• Document Camera
• Definition Cards
Instructional Materials and resources • Science Vocabulary Worksheet
• Science book
(Including Technology): • Science Journal
• Pencil
• Internet Access
• Dry erase marker
• Dry erase board
• Clip boards

STANDARDS & ASSESSMENT

Assessment/Rubrics with Connection • Students will be graded based on the completion of the
formative assessment and how many questions they answered
back to an essential question and correctly from a selected response worksheet.

appropriate learning objectives:

List of terms:

Adaptation

Behavior

Biome

Forest

Grassland

Habitat
SIGNATURE ASSIGNMENT 35

Matching Definitions

A feature or behavior that helps an animal to survive

Things organisms do to survive

A large region with a particular temperature and rainfall

A large area covered in tightly grown trees

A large flat area of land primarily covered in grass

The natural environment of plants, animals, and other organisms

List two animals that live in a forest

List two animals that live in a grassland

(Worksheet included six matching questions and four selected response questions)

APU SINGLE SUBJECT LESSON PLAN FORMAT

VITAL COURSE INFORMATION

Subject(s): Science
SIGNATURE ASSIGNMENT 36

Topic or Unit of Study: Forests and Grasslands

Grade/Level: 3rd

CCSS Standards/State Frameworks: LS2.C: Ecosystem Dynamics, Functioning, and Resilience

▪ When the environment changes in ways that affect a

place’s physical characteristics, temperature, or
availability of resources, some organisms survive and
reproduce, others move to new locations, yet others
move into the transformed environment, and some die.
(secondary to 3-LS4-4)

LS4.C: Adaptation

▪ For any particular environment, some kinds of organisms

survive well, some survive less well, and some cannot
survive at all. (3-LS4-3)

Corresponding Big Ideas:

Corresponding Essential Questions: How can adaptations and behaviors help people?

IMPLEMENTATION

Learning Context: Having learned the required terms and concepts in the previous two

lessons and practiced writing persuasive paragraphs students will write

about an adaptation or behavior that would be useful to people and

why? Students will first write two or three sentences about why forest
SIGNATURE ASSIGNMENT 37

biome animals might not live in a grassland biome. Then, they will

write out the argument using a topic sentence, supporting facts, and

details for what behavior or adaptations would be useful to people.

Learning Objectives Matched to an SWBAT use the terms adaptation and behavior accurately 80% of the

Essential Question: time while writing in their journals

SWBAT describe how adaptations help people

SWBAT describe how behaviors help people

Instructional Input: Anticipatory Set:

• Students will begin by sharing with each other their own definitions
Say: We are going to begin by sharing some of our definitions that we

wrote in our own words. Let’s take out our journals and head to the

Carpet (large group area)

• Using the vocabulary cards, read a term, show the picture, and ask
for a volunteer to read their definition out loud. You may call on 2
to 3 students to share per word so everyone has a turn.
Input:

Say: In the text book they have talk about animals that are adapted to

live in grassland.

Ask: Do you remember what some of the adaptations were?

• Encourage students to answer that animals need to be quick or have

long necks to reach food
• Spend five minutes brain storming
Guided Practice:
SIGNATURE ASSIGNMENT 38

Say: Now let’s head back to our desks and take out a pencil. We are

going to write in our journal 2-3 sentences about why forest animals

might not live in the grassland.

• Model writing in your journal the topic at the top of the page. Brain
storm a few ideas with the students and turn them into sentences.
• Point out the sentence starters written on classroom posters.
• Ask students to share some of the ideas they have written.
Independent Practice:

Say: Now that we have written about animals, I am going to give you

25 minutes to write which adaptations and behaviors humans have that

help us survive.

• Remind students to begin with a topic sentence, use supporting

facts and details, and use the appropriate terms where necessary.
• Walk around helping students as necessary.
Closure:

Say: Alright, time is up. If you need to go back later and add to your

Journal you may do so when you have free time

• Ask students to share some of their ideas

• Encourage a free exchange of ideas and correct misconceptions
where necessary.

Procedures with Subject Specific

Pedagogical Rationale for each choice

(including expert references):

Differentiated Instruction (Tailoring to ELL

Individual needs of specific students

• Use visuals of the terms. Encourage them to use at least 4 terms in
ELL, GATE, Special Needs): their paragraph
• Focus on use of terms, not spelling or grammar
GATE

• Encourage them to write using correct spelling and grammar

SIGNATURE ASSIGNMENT 39

• Have the students who finish early discuss what adaptations or

behaviors humans would need to survive in the Grassland or Forest
SPED

• Allow use of textbook to help them visualize their ideas by looking

at the pictures in the text
• Accommodate the lesson with more time, quiet environment, and
fewer sentences.

Student Products that will be collected: Science Journals

Informal Checking for Understanding Checking for understanding will occur throughout the lesson by

that will occur: monitoring the students answers and reading the finished product.

Student Collaboration and grouping: Students will be in a large group to share ideas and work individually

at their desks.

Time Allotment: 45 minutes

Author's Comments & Reflections:

MATERIALS AND RESOURCES

• Vocabulary Cards
Instructional Materials and resources • Projector
• Document Camera
(Including Technology): • Science Book
• Science Journal
• Pencil
SIGNATURE ASSIGNMENT
STANDARDS & ASSESSMENT
Assessment/Rubrics with Connection
back to an essential question and
appropriate learning objectives:
40
• Short answer responses will be graded for content.
• Students must include a topic sentence
• Accurately use four of the terms learned in this unit (Open Journal)
• Meets lesson objectives
o SWBAT use the terms adaptation and behavior accurately
80% of the time while writing in their journals
o SWBAT describe how adaptations help people
o SWBAT describe how behaviors help people