EDTPA TASK 1 LESSON PLAN TEMPLATE
DAILY LESSON PLAN TEMPLATE
PRELIMINARY INFORMATION
Candidate Name: Grade Level: K
Kayla Johnson
Candidate’s Central Focus: Life Cycle of Plants
Endorsement:
Elementary
Education K-6
(TEFL)
Subject: Science Learning Segment Theme: Needs of Living Things
(with ESL language
development)
Where in the Lesson Structure or Grouping:
learning segment ☒Whole Class ☐Small Group ☐1:1
does this lesson Other (specify): .
occur?
☒Beginning
☐Middle
☐End
STUDENT ASSETS (KNOWLEDGE OF STUDENTS)
Complete this section if you are in a practicum setting. If you are not in a practicum setting,
please list N/A.
Personal (Interests, N/A
family backgrounds,
experiences, etc.)
Cultural (Traditions, N/A
dialects, worldview,
literature, arts, etc.)
Community N/A
(Landmarks,
community events,
etc.)
Developmental N/A
(Cognitive, physical,
social, and
emotional)
CONTENT STANDARDS
State Standards Virginia Standard of Learning: SCIENCE K.7 The student will
investigate and understand that plants and animals have basic needs
and life processes. Key ideas include:
a) living things need adequate food, water, shelter, air, and space to
survive;
b) plants and animals have life cycles; and
c) offspring of plants and animals are similar but not identical to their
Page 1 of 5
, parents or to one another.
National Standards NSTA Science Standard for Kindergarten
Use observations to describe patterns of what plants and animals
[including humans] need to survive.
HTTPS://MY.NSTA.ORG/NGSS/DISPLAYSTANDARD.ASPX?
VIEW=TOPIC&ID=2
InTASC Standards Standard #3: Learning Environments – The teacher works with
others to create environments that support individual and
collaborative learning, and that encourage positive social
interaction, active engagement in learning, and self-motivation.
Standard #6: Assessment – The teacher understands and uses
multiple methods of assessment to engage learner progress, and to
guide the teacher’s and learner’s decision making.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
When given a picture of a plant, the student will be able to identify the basic parts that make
up a plant with 80% accuracy.
I can identify what plants need to grow.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
Bring a small plant and rock to class. Ask students if they know the difference between a rock
and a plant. Explain what determines something as a “living object”. Pass the plant around so
they can observe it. Observe if they can name any parts of the plant.
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/ A)Pass out a worksheet with a blank image of a plant; students will
Modeling await the teacher's instructions.
B)Show a slideshow presentation that shows different types of plants
(trees, flowers, Venus fly trap) and then show what they all have in
common: the parts of a plant.
C)Introduce the target vocabulary: root, stem, leaf, flower, plant
D)Show a video that details the parts of a plant
https://www.youtube.com/watch?v=TD60-3rqPXg
Page 2 of 5
DAILY LESSON PLAN TEMPLATE
PRELIMINARY INFORMATION
Candidate Name: Grade Level: K
Kayla Johnson
Candidate’s Central Focus: Life Cycle of Plants
Endorsement:
Elementary
Education K-6
(TEFL)
Subject: Science Learning Segment Theme: Needs of Living Things
(with ESL language
development)
Where in the Lesson Structure or Grouping:
learning segment ☒Whole Class ☐Small Group ☐1:1
does this lesson Other (specify): .
occur?
☒Beginning
☐Middle
☐End
STUDENT ASSETS (KNOWLEDGE OF STUDENTS)
Complete this section if you are in a practicum setting. If you are not in a practicum setting,
please list N/A.
Personal (Interests, N/A
family backgrounds,
experiences, etc.)
Cultural (Traditions, N/A
dialects, worldview,
literature, arts, etc.)
Community N/A
(Landmarks,
community events,
etc.)
Developmental N/A
(Cognitive, physical,
social, and
emotional)
CONTENT STANDARDS
State Standards Virginia Standard of Learning: SCIENCE K.7 The student will
investigate and understand that plants and animals have basic needs
and life processes. Key ideas include:
a) living things need adequate food, water, shelter, air, and space to
survive;
b) plants and animals have life cycles; and
c) offspring of plants and animals are similar but not identical to their
Page 1 of 5
, parents or to one another.
National Standards NSTA Science Standard for Kindergarten
Use observations to describe patterns of what plants and animals
[including humans] need to survive.
HTTPS://MY.NSTA.ORG/NGSS/DISPLAYSTANDARD.ASPX?
VIEW=TOPIC&ID=2
InTASC Standards Standard #3: Learning Environments – The teacher works with
others to create environments that support individual and
collaborative learning, and that encourage positive social
interaction, active engagement in learning, and self-motivation.
Standard #6: Assessment – The teacher understands and uses
multiple methods of assessment to engage learner progress, and to
guide the teacher’s and learner’s decision making.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
When given a picture of a plant, the student will be able to identify the basic parts that make
up a plant with 80% accuracy.
I can identify what plants need to grow.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
Bring a small plant and rock to class. Ask students if they know the difference between a rock
and a plant. Explain what determines something as a “living object”. Pass the plant around so
they can observe it. Observe if they can name any parts of the plant.
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/ A)Pass out a worksheet with a blank image of a plant; students will
Modeling await the teacher's instructions.
B)Show a slideshow presentation that shows different types of plants
(trees, flowers, Venus fly trap) and then show what they all have in
common: the parts of a plant.
C)Introduce the target vocabulary: root, stem, leaf, flower, plant
D)Show a video that details the parts of a plant
https://www.youtube.com/watch?v=TD60-3rqPXg
Page 2 of 5
