Lesson Plan Integrating ELLs’ Cultural Values and Beliefs

Section 1: Lesson Preparation
Teacher Candidate Name:


Grade Level:

4th Grade

Date:


Unit/Subject:

Science

Instructional Plan Title:

The Seven Life Processes that Living Things need to Survive

Lesson Summary and Focus:

The lesson will focus on how all living organisms share specific characteristics. The seven life processes that all living things need to survive are movement, respiration, sensitivity, growth, reproduction, excretion, and nutrition.

Classroom and Student Factors/Grouping:

The class has ELLs, students with gifted abilities, students with special needs, students who do not finish their tasks, and students who complete tasks earlier. Thus, activities vary for each group. The activities are designed according to their needs.

National/State Learning Standards:

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
(NGSS 4-LS1-1).
Use academic language and vocabulary appropriate to grade level when discussing scientific concepts (WIDA 4.1).

Specific Learning Target(s)/Objectives:

At the end of this lesson, students must be able to attain these specific learning objectives:
* The students must be able to describe the characteristics of living organisms, including the seven life processes, using appropriate academic language and vocabulary.
* The students must be able to identify examples of the seven life processes in living organisms using a graphic organizer.
* The students must answer prompts to describe one life process and its importance in maintaining life.

Academic Language

Here is the list of general academic and content-specific vocabulary:
* Living things
* Life Process
* Survival
* Movement
* Respiration
* Sensitivity
* Growth
* Reproduction
* Excretion
* Nutrition

Resources, Materials, Equipment, and Technology:

Here is the list of the needed resources, materials, equipment, and technology for the lesson:
* Online resources
* PowerPoint Presentation
* Graphic organizer
* Whiteboard or chart paper and markers

Section 2: Instructional Planning
Anticipatory Set
* I will start by asking the students if they know what it means to be alive.
* The students will list their responses on the board or chart paper.
* I will introduce the concept of the Seven Life Processes and briefly explain each process using the character “Mrs. Gren.”
* Then, I will divide the students into small groups and ask them to brainstorm a list of things they think a living organism needs to survive.
* After they have compiled their list, ask each group to categorize their ideas into the Seven Life Processes.
* Once they have categorized their ideas, I will ask each group to present their list to the class and explain why each item fits into the specific life process category.

Time Needed
10 minutes

Multiple Means of Representation
* I will explain that all living organisms share specific characteristics.
* I will use a presentation to introduce the seven life processes that all living things need to survive: movement, respiration, sensitivity, growth, reproduction, excretion, and nutrition.
* I will provide examples of each life process and define key vocabulary terms.
Explain how you will differentiate materials for each of the following groups:
* English language learners (ELL): I will provide a list of vocabulary words the ELLs may encounter throughout the lesson. I will make sure that the language is simple and easy to understand. Then, to help them understand the concepts, I will include more photos and graphics in their learning sheets (Oliveira et al., 2019).
* Students with special needs: The seven life processes can be complex and abstract, so it may be helpful to break them down into simpler, more manageable parts (Bryant et al., 2019). Thus, I will focus on one life process at a time, such as respiration, and explore its components and functions in more detail. I will also use visual aids, such as pictures, diagrams, and videos, to help make abstract concepts more concrete and accessible for students with special needs. I will use pictures or videos to show how living things grow, reproduce, or respond to their environment.
* Students with gifted abilities: Students with gifted abilities may already have a strong foundation in biology and related fields, so it is essential to use advanced vocabulary and concepts that challenge and stretch their thinking. I will incorporate more complex concepts, such as photosynthesis or cellular respiration, and encourage them to explore these topics in depth. I will also use inquiry-based learning to help gifted students explore life processes in a more self-directed and inquiry-driven way. I will encourage students to ask questions, make hypotheses, and design experiments or investigations to explore the different life processes. It can help them develop critical thinking, problem-solving, and research skills (Ülger & Çepni, 2020).
* Early finishers (those students who finish early and may need additional resources/support): I will provide extension activities that go beyond the basic concepts of the life processes and challenge early finishers to explore the concepts in greater depth. I will...