You are on page 1of 4

# College of Education

Lesson Plan Template
Teacher Candidate: Channa Griham
School: Rice Elementary

Date and Time of Lesson: 9/22/14 1:00PM

Description of Lesson: Students will be able to classify various objects into groups based on
their physical properties or attributes. Students will have to work with partners to classify
objects and justify their answers by explaining their reasons for classifying the objects in the
chosen groups.
Lesson Title or Essential Question that guides the lesson: How can we classify objects into
groups based on their properties or attributes?
National Standard(s):
Standard 3-1: The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific
investigation.
 3-1.1- Classify objects by two of their properties (attributes).
Other:
 EEDA Standard: Teacher candidates will identify instructional strategies that promote
core values in the school community
 SSCA Element: During the lesson, students are expected to respect others opinions and
feelings when communicating with each other. All children should sit quietly at their own
desk and listen to the instructions that are given to them. There will be no blurting
information out without properly raising his/her hand. Students will be able to express
their opinions and work with others to get their points added to the assignment.

Lesson Objective(s):
When given various objects, students will be able to
classify and analyze objects based on their properties or
attributes with 90 percent degree accuracy.

Revised 1.20.14

Assessment(s) of the Objectives:
Pre- In the beginning of the lesson we
will hold a class discussion on
classifying and what it means. During
this group discussion I will keep
mental note of what the students
say. I will ask probing questions to
lead the students into discussion. I
will use the answers to these
questions to guide my instruction for
the lesson that follows. DuringStudents will be participating in a
hands-on exploration with classifying

objects. During this lesson students
are expected to record what they are
related to the exploration. I will walk
around and observe students at this
time. I will ask students questions to
see what they are learning from the
exploration. Post- At the end of the
lesson, the student’s science
notebooks will be collected and
reviewed. I will grade students based
on their responses. Students will also
complete an exit slip answering the
essential question. I will use this
information to help plan my future
lessons and to help clear up any
misconceptions.

Materials/Resources: Science journals, assorted beads, assorted seashells, pencils,
classification sheets
Prerequisites (Prior Knowledge):
Socially students will need to be able to work with classmates to complete a hands-on
exploration involving classifying objects. Cognitively students will need to be able to classify
objects based on properties/attributes. Students will also need to be able to answer questions in
their science journals. Physically students need to be able place various objects in groups.
Emotionally students need to be able to respect others thoughts and opinions. Students need to
be able to work with a partner to complete the assigned tasks.

Procedures:
1. Can anyone tell me what it means to classify something? Hold a small group
discussion.
2. To classify something means to group objects together based on their physical
properties or attributes.
3. Today we are going to be completing a hands-on exploration with classifying.
4. Frist we are going to complete a group classification together. Can everyone come to
the carpet and set on the outside like we do for our morning meeting. Once you are
seated please remove one of your shoes and place it in the middle.
5. At this time I will explain to the students that we will be classifying the shoes based on
their properties.
6. For example, we will have a group of shoes with laces and shoes without laces. I will
explain to the students that these are our two main classification groups.
7. I will then give the students the chance to place their shoes in the correct spot. We will
Revised 1.20.14

then discuss why each shoe belongs in the group that it was initially placed.
8. After we have wrapped up our discussion on why each shoe belongs in the group it
was placed in, we will take the classification a step forward.
9. Now, we are going to break each group into smaller groups based on their properties.
10. In one group we are going to place the shoes that have tread on the bottom and shoes
that do not have tread under the bottom. I will then explain to the students what
tread is. We will do this for both the shoes without laces and the shoes with laces.
11. We will then look at the shoes that we have placed in each group and discuss why we
placed the shoes in the respective groups.
12. After we have completed our classification with the shoes, we will break up into our
partners to begin the independent exploration.
13. Five groups will classify beads and the five other groups will classify seashells.
14. I will begin explaining to the students that they will be classifying the beads/shells the
same way that we classified the shoes as a class. Students will have questions to
answer as they are progressing through the exploration.
15. Some examples of the questions are: How did you classify the items? Why did you
decide to classify them into these groups? How can you break down the two groups
into smaller groups? Students will then show their groups on the sheet provided to
them. Students are to record their answers in their science journals.
16. While the students are working with their partners, I will walk around the room and
observe what the students are doing. At this time I will continue to ask the students
questions pertaining to their classifications. After each student has had the chance to
complete their exploration, we will wrap up the lesson.
17. We will hold a small discussion on what we noticed from our explorations and I will
allow a few groups share what they had done. This will be the wrap up for our lesson
that day.
18. Individually, students will complete an exit slip answering the question: Why is
classification important to scientist? How can they help us understand different
objects?
19. Exit slips will be collected for assessment and further instruction.
Activity Analysis:

One activity I will be completing with my students is completing the opening activity.
Each student will remove one shoe and place it in the center of the rug. Once all of the
shoes are placed in the middle, we will begin to divide the shoes into two groups. I will
explain to the students that we are classifying the shoes based on their properties or
attributes. I am completing this activity with my students so they are able to see how to
properly classify objects based on their properties. This will help lead the students into
their independent work later on in the lesson. This will also help my students who are
visual learners because they will be able to see what happens when you classify objects.
During this lesson there will be no technology used. The reason for this omission is
because the lesson is a hands-on exploration and does not require any technology.

Another activity the students will be completing is classifying shells or beads with their
partner. Students will be place in groups and will be asked to classify objects based on

Revised 1.20.14

their properties that they observe. I believe it is very important for students to work
together during hands-on explorations. Students may benefit from having someone else
to help them process what they are learning. This will also benefit my ESL students and
my struggling students. By having this support, students will be able to discuss and
analyze what they are working on so they can process the information better.
During this lesson there will be no technology used. The reason for this omission is
because the lesson is a hands-on exploration and does not require any technology.

Differentiation/Accommodations/Modifications/Increases in Rigor
When completing this lesson, there are many accommodations I am going to have to make. One of the
accommodations that will be made is making sure that I group students with others that will help them
understand the concepts. I have a few ESL students and many diverse students in my classroom that
need a little more support than others. I will make sure that I place my ESL students with others that they
will feel comfortable working with. By doing this with my students, it will provide them with support and
guidance when they are completing the investigation. For the students who are below level, I will make
sure that I am available to them for help or for further explanation of the topic. For students who may
complete their work early, they will be asked to review their work or find another way to classify the
items while others are finishing up.

References: Ideas were generated by Channa Griham and Catherine Perez (cooperating
teacher)

Revised 1.20.14