Name: Abigail Entz

Date(s) to be Taught: March 2, 2023

Emporia State University

Professional Development School
Lesson Plan Template

Part A: Objective and Assessment Alignment

State Standard(s): K-ESS3-1. Use a model to represent the relationship between the needs of different plants or
animals (including humans) and the places they live.

Student Learning Objective(s): The students will be able to correctly identify reasons polar bears live in the
Arctic.

Individual Assessment of Student Learning Objectives (Add additional columns, if needed.)

Objective 1 Objective 2 (if needed)

Name true/false quiz

of assessment

Score/Level/Criteria 6/7: 85%

needed to master objective

Scoring Guide/Rubric Via Answer key

used to score assessment True or False - Polar bears live in the Artic.
True or False - Polar bears do not like being
in the cold.
True or False - Polar bears have 10cm thick
covering of fat.
True or False - Polar bears live in Kansas
True or False - Polar bears are herbavoris,
meaning they only eat plants.
True or False - Polar bears are an ocean
mammal.
True or False - Polar bears have a great sense
of smell.

Part B: Student Needs and Differentiation Alignment

Description of Students
ELL I - easily distracted, trouble sitting still, English is not her first language, tunes out of the lesson and tries
to sneak drawing, likes to talk about her own ideas, likes to write, and requires one-on-one support and
prompting.

IEP
Behavior S - has difficulty making connections with prior lessons, needs teacher help, When she knows what to do,
she works slowly and carefully, and well-organized. she struggles explaining reasoning .

Below-Level K - Struggles with reading, gets confused by wording, is often embarrassed and won’t ask for help, visual
learner, and qualifies for special education services.

Above-Level D - Messy, distracted easily, qualifies for gifted, excellent memory, misses social cues, and gets bored
easily.

Differentiation based on Description of Students (Add additional columns, if needed.)

How will the teacher make the learning objective accessible for students (i.e., ELL, IEP, below-level) and/or provide
enrichment? Consider differentiating content, process, and product.

Who? How will I differentiate?

K - Below Level I will make sure and check in with K to make sure he is
understanding, I will use more pictures in lessons and
explanations. I will also keep instructions simple when telling
them to K. Para will read questions.

D - Above Level Create a goal sheet with him that has goals that includes rewards
for keeping his desk clean and staying on track. To encourage to
complete his work and stay orginized allow him to play science
games after completing work.

I - ELL I will allow her to have a fidget at her desk to help her sit still and
if she wants she could write down what the teacher is saying. I
will incorporate more assignments that allow her to be creative
and add her own writings and drawings to assignments. I will also
add more pictures and write down instructions to help her focus
better. Lastly, check in periodically to make sure she understands
and is paying attention.

S - Behavior I will included a review of the last lesson to encourage S to make

connections from last lesson. When helping her I will try to not
give an answer outright but instead help her know where to look
for the right answer to encourage self-confidence. I will also have
exit tickets that involve more why explantation so that S will have
more practice with it.

Part C: Resources and Materials

Resources (Referenced in APA format.)

Animals in Winter. (n.d.). http://discoverandlearn.blogspot.com/2010/01/animals-in-winter.html

(2023). Study.com.
https://study.com/academy/lesson/facts-about-polar-bears-lesson-for-kids.html#:~:text=Polar%20bears%
20live%20in%20the
Materials
● Cold Water & Ice
● Bowl
● Gloves
● Saran Wrap
● Shortening
● True & False Sticks
● Canva Presentation

Part D: Instructional Sequence

(Insert instructional sequence here, using the Gradual Release Model, 5E Instructional Model, or another model
that the instructor, supervisor, and/or mentor teacher selects.)
5E Intructional Model

Engage - 2 minutes
● “Okay guys want are some things you do to stay warm?” Wait for response “Now I want everyone to think
about how they would stay warm if it was -30 degrees? Wait for response “ Well that would be a very
difficult thing to do and today we are going to learn about the polar bear and how they are able to survive
in the Artic where it is very very cold.”
Explore - 8 minutes
● “Now we are going to do an activity to show you want it would feel like to be a polar bear swimming in
icey water.”
○ I will pull out the bowl, ice, and water and then have each child put their bare hands in a bowl of
freezing ice water. I would count and see how long they can hold it in there, but not let them
keep it in there for more than 30 seconds.
● “That was really cold wasnt it! Now we are going to add some protective layers to your hand and then see
how cold it feels.”
○ Then, take a rubber glove and have one child make a fist and have them put there hand in the
glove, and cover the child's hand with shortening. Then I cover the child's fat covered hand with
plastic wrap (this is for easier clean up also). After this have the students put their hands back
into the ice water and see how it feels.
● “Did the water feel as cold with the shortening covering your hand? It didn’t, and that is how a Polar Bear
(or a penguin or a seal or any other freezing Arctic animal) might feel swimming in the water even though
it is cold.
Explain - 3 minutes
● “What do you think that polar bears and other animals have that keeps them warm?” Wait for response
“Polar bears have lots of fat on their bodies that helps keep them warm in the cold weather, just like the
shortening kept your hand warm. On top of that, polar bears have 10cm thick covering of fat and they are
still covered with another 15cm of fur.
Elaborate - 3 minutes
● “Lets learn even more about the Polar Bear!”
○ Polar bears live in Arctic ring, which includes Canada, Russia, Alaska, Greenland and Norway.
○ Polar bears are able to live in temperatures between -29 degrees and -92 degrees Fahrenheit.
○ Polar bears are an ocean mammal. A mammal is an animal that has hair, is warm-blooded, and
gives birth to live babies.
○ Polar bears are huge! They can weigh anywhere between 700 and 1,600 pounds!
○ Polar bears are carnivores. This means that they only eat meat. They usually eat fish, walruses,
and seals that they find in the water.
○ Polar bears have a great sense of smell and can smell seals from a mile away!
● Can you think of any other animals that live in the Arctic? How do you think they stay warm?
○ The Polar Bear, Caribou, Snowy Owl, Arctic Hare, Arctic Fox, Arctic Wolf, Narwhal, Walrus, Musk
ox and the Beluga Whale are some of the animals which live in the Arctic.
Evalute - 4 minutes
● “Now that we have learned all about the polar bear it is time to play a true or false game to show me what
you learned! I am going to say a statement and you are going to hold up the true stick if it is true and hold
up the false stick if it is false. Lets practice first, the sky is blue, true or false. Thats true good job! My shirt
is purple, true or false. That one was false good job.” Watch the kids to see if they understand the rules
and if they do then proceed to the quiz.
○ True or False - Polar bears live in the Artic.
○ True or False - Polar bears do not like being in the cold.
○ True or False - Polar bears have 10cm thick covering of fat.
○ True or False - Polar bears live in Kansas
○ True or False - Polar bears are herbavoris, meaning they only eat plants.
○ True or False - Polar bears are an ocean mammal.
○ True or False - Polar bears have a great sense of smell.
● Review the right answers with the kids and correct and information that was misunderstood.