TEACHERS OF TOMORROW LESSON PLAN TEMPLATE
TNT 800.4PBP – PLANNING INSTRUCTION, PART 2
NAME: SUBJECT/GRADE:
CERTIFICATION AREA:
INSTRUCTIONS: Complete all portions of the lesson plan. Within the Instructional Steps, include the following
required elements, and identify them by highlighting or underlining in the lesson plan as indicated below:
Element Identification Method
Use of Groups Highlight in Blue or Aqua
Critical Thinking or Problem Solving Highlight in Pink or Magenta
Learning Modalities used Underline
You will notice 6 components are repeated from the previous project. You may copy these from TNT 800.3PBP.
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS Environmental Systems (4) Science concepts. The student knows the
(OR PRE-K GUIDELINES): relationships of biotic and abiotic factors within habitats, ecosystems,
Using the TEKS for your grade level and and biomes. The student is expected to: (G) predict how species
content area, copy the TEKS word for word. extinction may alter the food chain and affect existing populations in
This must include the grade level, number an ecosystem.
and letter of competency. For example,
(Grade 6) 5.B.
PERFORMANCE MEASURE/ASSESSMENT Informal Assessment: In the “We Do” portion of the class, I will walk
After the lesson, how will you know if they around and check whether their group’s predictions were correct or
have learned the content to the level of not. I can also provide digital feedback through the Padlet, if
rigor required? How will you measure their appropriate. If they were incorrect, I will guide them with probing
performance? questions until they find the correct answer.
Given a sample food chain along with possible extinction scenarios,
students will write an explanation. Students will be asked to predict
whether the populations of other species in the food chain will
increase or decrease based on the scenario. They must also write an
explanation that justifies their prediction, using their understanding of
the relationships within the food chain. Their performance will be
evaluated using a rubric that assesses both the accuracy of their
prediction and the clarity of their explanation.
LEARNING OBJECTIVE(S): The student is expected to predict how species extinction may alter
Copy the TEKS word for word beginning with the food chain and affect existing populations in an ecosystem by
“the student is expected to. . .” and the text providing a by providing a written response that includes an accurate
of the student expectation. Then end your prediction and a clear explanation of the impact of species extinction.
learning objective by stating the performance
measure.
, STUDENT FRIENDLY OBJECTIVE STATEMENT Today, we will learn how to predict what might happen to a food chain
(must include performance measure) if a species becomes extinct and how that could affect other
This is what the teacher says to students populations in an ecosystem. We'll start by looking at food chains and,
about what students will learn today, and given a sample extinction scenario, predict how the loss of one species
how they will show they have learned the might impact the others. Then, we'll explain our predictions using the
relationships between the organisms in the food chain. After we go
content (that is the performance measure)
through a few examples together, you'll do a similar activity on your
own, where you'll write an explanation to justify your prediction based
on these relationships.
PURPOSE OF LEARNING
Why do students need to learn this today? We are learning this to understand the importance of relationships
This should be written in what you will say to between organisms within an ecosystem and the impacts that changes
students and should address both why it is in these relationships is important. This will also help you understand
why the ecosystems around the world are changing because of the
important to the content area (knowledge
impact species extinction has on all the other organism in its
and skills statement) and why it is relevant in ecosystem, and how that effects us.
their lives.
EXPLICIT CONNECTION TO PRIOR LEARNING This will help you understand why the ecosystems around the world
This is what you say to students about what are changing because of the impact species extinction has on all the
they have already learned and how it other organism in its ecosystem, and how that affects us as humans.
prepares them for what they are about to As we move through the semester and talk about how animals have
changed over time, this will be important to understand how those
learn; review what they have learned to
changes happen!
prepare them for the upcoming lesson.
You will add to the lesson plan that you developed in TNT 800.3PBP to include the following new components:
ENLGISH LANGUAGE PROFICIENCY Writing 5.B (B) write using newly acquired basic vocabulary and
STANDARDS (ELPS): content-based grade-level vocabulary;
Copy the one ELPS standard that you will
focus on for this lesson word for word
beginning with, “The student is expected
to…” Make sure to include the type of
standard, the number, and the letter
associated with the standard. For example:
Listening 2C The student is expected to learn
new language structures, expressions, and
basic and academic vocabulary heard during
classroom instruction and interactions
LANGUAGE OBJECTIVE: I will explain in writing my prediction of how species extinction may
This should begin with, “The student will… alter the food chain and affect existing populations in an ecosystem,
It should be derived from ELPS standard you using new vocabulary.
chose and be connected to the content
objective. It should address how students are
using language in the lesson. Are they
listening, speaking, reading, and/or writing to
master the TEKS?
TNT 800.4PBP – PLANNING INSTRUCTION, PART 2
NAME: SUBJECT/GRADE:
CERTIFICATION AREA:
INSTRUCTIONS: Complete all portions of the lesson plan. Within the Instructional Steps, include the following
required elements, and identify them by highlighting or underlining in the lesson plan as indicated below:
Element Identification Method
Use of Groups Highlight in Blue or Aqua
Critical Thinking or Problem Solving Highlight in Pink or Magenta
Learning Modalities used Underline
You will notice 6 components are repeated from the previous project. You may copy these from TNT 800.3PBP.
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS Environmental Systems (4) Science concepts. The student knows the
(OR PRE-K GUIDELINES): relationships of biotic and abiotic factors within habitats, ecosystems,
Using the TEKS for your grade level and and biomes. The student is expected to: (G) predict how species
content area, copy the TEKS word for word. extinction may alter the food chain and affect existing populations in
This must include the grade level, number an ecosystem.
and letter of competency. For example,
(Grade 6) 5.B.
PERFORMANCE MEASURE/ASSESSMENT Informal Assessment: In the “We Do” portion of the class, I will walk
After the lesson, how will you know if they around and check whether their group’s predictions were correct or
have learned the content to the level of not. I can also provide digital feedback through the Padlet, if
rigor required? How will you measure their appropriate. If they were incorrect, I will guide them with probing
performance? questions until they find the correct answer.
Given a sample food chain along with possible extinction scenarios,
students will write an explanation. Students will be asked to predict
whether the populations of other species in the food chain will
increase or decrease based on the scenario. They must also write an
explanation that justifies their prediction, using their understanding of
the relationships within the food chain. Their performance will be
evaluated using a rubric that assesses both the accuracy of their
prediction and the clarity of their explanation.
LEARNING OBJECTIVE(S): The student is expected to predict how species extinction may alter
Copy the TEKS word for word beginning with the food chain and affect existing populations in an ecosystem by
“the student is expected to. . .” and the text providing a by providing a written response that includes an accurate
of the student expectation. Then end your prediction and a clear explanation of the impact of species extinction.
learning objective by stating the performance
measure.
, STUDENT FRIENDLY OBJECTIVE STATEMENT Today, we will learn how to predict what might happen to a food chain
(must include performance measure) if a species becomes extinct and how that could affect other
This is what the teacher says to students populations in an ecosystem. We'll start by looking at food chains and,
about what students will learn today, and given a sample extinction scenario, predict how the loss of one species
how they will show they have learned the might impact the others. Then, we'll explain our predictions using the
relationships between the organisms in the food chain. After we go
content (that is the performance measure)
through a few examples together, you'll do a similar activity on your
own, where you'll write an explanation to justify your prediction based
on these relationships.
PURPOSE OF LEARNING
Why do students need to learn this today? We are learning this to understand the importance of relationships
This should be written in what you will say to between organisms within an ecosystem and the impacts that changes
students and should address both why it is in these relationships is important. This will also help you understand
why the ecosystems around the world are changing because of the
important to the content area (knowledge
impact species extinction has on all the other organism in its
and skills statement) and why it is relevant in ecosystem, and how that effects us.
their lives.
EXPLICIT CONNECTION TO PRIOR LEARNING This will help you understand why the ecosystems around the world
This is what you say to students about what are changing because of the impact species extinction has on all the
they have already learned and how it other organism in its ecosystem, and how that affects us as humans.
prepares them for what they are about to As we move through the semester and talk about how animals have
changed over time, this will be important to understand how those
learn; review what they have learned to
changes happen!
prepare them for the upcoming lesson.
You will add to the lesson plan that you developed in TNT 800.3PBP to include the following new components:
ENLGISH LANGUAGE PROFICIENCY Writing 5.B (B) write using newly acquired basic vocabulary and
STANDARDS (ELPS): content-based grade-level vocabulary;
Copy the one ELPS standard that you will
focus on for this lesson word for word
beginning with, “The student is expected
to…” Make sure to include the type of
standard, the number, and the letter
associated with the standard. For example:
Listening 2C The student is expected to learn
new language structures, expressions, and
basic and academic vocabulary heard during
classroom instruction and interactions
LANGUAGE OBJECTIVE: I will explain in writing my prediction of how species extinction may
This should begin with, “The student will… alter the food chain and affect existing populations in an ecosystem,
It should be derived from ELPS standard you using new vocabulary.
chose and be connected to the content
objective. It should address how students are
using language in the lesson. Are they
listening, speaking, reading, and/or writing to
master the TEKS?
