You are on page 1of 8

Lesson Plan Format ITE 323

Name ____Reynalyn Agpoon ___

Title/Grade___Kamehameha Preschool 3 years old __

Lesson Overview
In this lesson, the students will be practicing their prediction and observation skills with a
sunflower seed, a red gummy bear, and sugar. The three items will be submerged into a
container of water for three hours. The essential question is, What do you think will happen to
the sunflower seed, gummy bear, and sugar when placed in water for three hours? What
happened to the sunflower seed, gummy bear, and sugar when placed in the water for three
hours?
Enduring Understanding/Essential Question
1.
2.
3.
4.

What do you think will happen to the sunflower seed?


What do you think will happen to the red gummy bear?
What do you think will happen to the sugar?
What happened to the sunflower seed, gummy bear, and sugar when placed in the water
for 3 hours?

Standard/Benchmark:

With adult assistance, discuss changes in materials or objects observed (GK.48.o)


Make comparisons among objects that have been observed (GK.48.q)

Assessment Task/Criteria:
I will conduct an experiment in front of the students. I will ask the students to make
observations on what the sunflower seed, the red gummy bear, and the sugar looks like before
going into the container of water. I will also ask the students what the water looks like before the
items are placed inside. As they give me their observations, I will document them on a chart
paper. After asking the students to make observations, I will ask them to make predictions on
what they think will happen to the sunflower seed, red gummy bear, and sugar. I will also
document this on the same chart paper. Then I will conduct the experiment. I will explain to the
students that we will wait for three hours and then observe what happened to the items. After
three hours, I will ask the students to sit in a large group again and then we will observe the items
inside the containers again. I will document what they say and see if any of their predictions
were correct.

I will assess the students with this rubric

Observations

Predictions

Benchmark

1
(well below)

Make
comparisons
among objects
that have been
observed
(GK.48.q)

Student is
not able to
make a
specific
prediction
the three
items and
water

With adult
assistance,
discuss changes
in materials or
objects
observed
(GK.48.o)

Student was
not able to
make any
observations

2
(developing
proficiency)
Student is
able to make
a specific
prediction
on one item
and the
water with
the help of a
teacher
Student is
able to make
one
observation

3
(meets
expectation)
Student is
able to make
a specific
prediction on
two items
and the water

4
(exceeds
expectation)
Student is
able to make
specific
predictions
about three
items and
the water

Student is
able to make
two
observations

Student is
able to make
three
observations

I will take anecdotal notes with this chart


1.
-Sugar will fall into
the water
-Sunflower seed
will turn red
-Gummy bear will
stay red
5.
-Water is going to
turn sour
-Water is going to
change color
-The water is going
to change to red,
because the
gummy bear is red

2.
-Sugar will sink to
the bottom
-Gummy bear will
not be red anymore
-Seed will disappear

3.
4.
-Gummy bear fell down -No predictions
-Thus is the water
-Labels
-Sugar is going to
turn into sugar

6.
-Sugar will float
-Seeds will sink
-Gummy bear will
float

7.
-Sugar will go all the
way down
-Seed will blow out
of the bottle
-The gummy bear
will float

8.
-Gummy bear is
going into the water
-Sunflower seed will
go outside
-Sugar will fall

9.
-ABSENT

10.
-ABSENT

11.
-Going to mix colors
-Sunflower will
change colors
-Gummy bear turn
pink

12.
-No predictions
-Labels

13.
-Its going to
disappear (sugar)
-Its going to
disappear (seed)
-Dont know

14.
-ABSENT

15.
-Gummy bear will
disappear
-Sugar will turn sour
-Sunflower seed will
change to purple

16.
-ABSENT

Differentiation plan
Identify type of learner

List type of differentiation

Instructional approach

(ELL, SPED, Accelerated Learners,


Striving learners, 504 students, reading)

(learning environment, content, process,


product, performance task)

(Write the instructional


approach/accommodations that will be
used for these learners)

Accelerated Learners

Product

Students with short attention


spans

Learning Environment &


Process

Students will be
asked higher-level
questions during
the presentation
Students will need
to include more
details in their
drawing
Students will be
asked to use
vocabulary from
the text while
they are sharing
their drawings
Students will be
asked to sit near
the teacher
assistant (Sharon)
during the
presentation
Students will be
given more time
to observe the
containers writing
Student will be
allowed more time
to give their
predictions and
observations

Struggling Students

Process

Students will be
given repeated
instructions

Active Learning Strategies (detailed, step by step, key questions in bold print)
1. Have the students sit in a half circle on the carpet so they can all see the materials
2. Explain the activity, materials, directions and expectations
3. Allow the students hold and closely observe the containers with the water inside, the
sunflower seed, gummy bear, and sugar (all will be in a Ziploc bag)
4. Ask the students to describe the water solution first, then the sunflower seed, gummy
bear, and sugar
5. Explain to the students that they will go back to their desk and draw their predictions in their
writing journal
6. Ask the students to make predictions on what will happen to the three items when they
are placed in the containers
7. Explain to the students what a prediction is: A prediction is when you make a guess about
what will happen
8. Explain to the students that we will let the items sit in the containers for three hours or until
lunchtime. The containers will be out on the science center so that the students are able to
go and observe it when they have time
9. Excuse the students go back to their desk
10. Allow the students to draw their predictions
11. Go around the class to see who needs help
12. When students are done, dictate their story or their prediction
13. When students are all done, they will be asked to use the bathroom and get ready for outdoor
play (TA will do this)
14. When the students are ready and seated on the appropriate line for outdoor play, demonstrate
placing each item in the appropriate container
15. Let the containers sit for 3 hours
16. Bring the students back to the carpet to share predictions and observe the containers
17. Document what each students says
18. Compare the items to their predictions
19. Ask the students what they think happened and what caused it to happen (not assessing this)
20. During center time, I called some students to compare and contrast the items before and after
21. Explain to the students that they made predictions and made observations

Duration: Whole group (20 minutes) Experiment (3 hours) Debrief/Closure (15 minutes)

Materials: Chart paper, markers, 3 small containers, 1 bag of sunflower seeds, 1 bag of gummy
bears, 1 tablespoon of sugar, 2 cups of water (separated into the containers)
Integration with other content areas (if any): Language arts (writing journal)

Reflection Questions:
What happened during my lesson? Describe in detail the events that took place during your
lesson.
During my lesson, first I had the students form a half circle on the carpet so that I could
sit in the front and so that all of the students had front row seats to the experiment. I presented
the students my data table with their names on it and explained to them that they will be making
predictions and I will write their predictions on this data table. After going through that, I
presented the students the materials we were going to use. I showed the containers filled with
water, but there wasnt anything in there yet. All of the students were curious and wanted to see
the sugar, gummy bear, and the sunflower seeds so I went around the half circle and showed all
of the students what it looked like. During this time, the students started to set up and move
closer to the materials. I had to stop the students and remind them that they will get a turn if they
wait patiently for me to go around. After showing the materials, I explained to the students again
what a prediction was. I told them that they had to go back to their desk to draw their
predictions. Before excusing them, I modeled how I they should draw their predictions. I drew
three squares representing the three containers and my predictions. After explaining, I asked two
students to repeat the instructions. They were they excused to start drawing.

All of the students drew their


predictions. Some examples:

Student #1 prediction:
The gummy bear is going to
disappear
The sugar is going to disappear
The sunflower seed will disappear

Student #2 prediction:
- They are going to mix into colors
- The sunflower will change colors
- The gummy bear change into pink
- The sugar is going to mix to white

My mentor teacher and I went around asking the students to share their drawings. We dictated
their predictions. Following their journal writing, I showed the students the pouring of the
materials into the proper containers. I then explained to the students that after their outdoor play,
they would be able to observe what happened to the sugar, sunflower seed, and gummy bear.
I gathered the students onto the carpet after snack time and we shared some students predictions.
Then we observed the three containers as a whole group. Theses were some of the observations
the students made:

During centers, I

asked two students to come and observe the containers more

closely. I just asked more specific questions and they answered for me.
What did I do in my lesson to promote inquiry?
I promoted inquiry by allowing the students predict what will happen to the items when
left inside a container filled with water. I raised their curiosity because they were so eager to
come back to class to observe what has happened. Also, I gave the students the opportunity to
practice their observation skills. They had to tell me one thing they noticed about one of the jars.
I wanted the students to use very descriptive vocabulary.
What did the students learn? How do you know?
The students learned a new vocabulary, which is prediction. When I reviewed the
students writing journals, I saw that some of the students stories, they included the word
prediction. The students also learned about conducting an experiment. They observed me pour
the items into the containers and then they waited for a couple hours for the result.
How did they interact with each other and with me?
During large group, they interacted with me by answering the questions out loud. During
the writing block, they interacted by telling me about their drawing, which was about their
predictions. There wasnt much student-to-student interaction, but there were a few during the

small group activity. When I asked a student what they thought about what happened to the
gummy bears, the other student would answer for the student I was asking. The student I was
originally asking, got upset and said, No, thats not what I was going to say.
What did I learn about myself as a teacher? How could I improve this lesson?
I learned that as a teacher I want things to go according to plan. Being flexible is key
when teaching so I know that I have to get used to being flexible. I also learned that I keep
asking questions until I receive the correct answer from the student. With the questions I use, I
tried to scaffold so that the students are able to answer the question. To improve this lesson, I
would probably use items that the students are familiar with or items that they use everyday so
that there is a better connection with the students. Also, I would also have the students make
their predictions first before I shared my predictions. I noticed that majority of them gave me a
similar prediction to my prediction.

You might also like