College of Education

Lesson Plan Template

Teacher Candidate: Nastasha Green

School: Ninety Six Elementary

Date and Time of Lesson: 1/28/15; 1:00

Subject/Grade Level: Science/ 5th grade

Description of Lesson: Students will learn about vehicles and the physics of motion. They will
work as a group to design and build a car. Once the students have built their car, they will test
how it moves. Later, the students will learn about force and motion through the pull of their
vehicle.
Lesson Title or Essential Question that guides the lesson: Who will win the race?
Curriculum Standards Addressed:
National Standard(s):

South Carolina Science Standards:

o Standard 5-5: The student will demonstrate an understanding of the nature of
force and motion. (Physical Science)
Indicator:
o 5-5.3 Explain how unbalanced forces affect the rate and direction of motion in
objects

Other:
SSCA Element(s):
o Students are expected to give everyone the appropriate respect when they are
talking.
o They will raise their hand when they want to answer question and no one should
speak out of turn.
o Students are to be respectful of their group members and work together
Lesson Objective(s):
Students will be able to design and build a car that will
be able to move through force.

Assessment(s) of the Objectives:

Prior to the lesson, students will
review what force and motion are.

Antecedent: When given a bag of materials

Behavior: Students will design and build
Content: a car that will represent force and motion
Degree: with 80% accuracy

During the lesson, students will

discuss different types of vehicles,
how they are made and the design of
them.
After the lesson, students will work as
a group to create their own cars that
they will test out in following lessons.

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Materials/Resources: Sticky notes, paper, graph paper, pencils, pens, crayons, Promethean
board, materials to design a car, and a timer.
Prerequisites (Prior Knowledge):
Social: Students will need to know how to socially engage in classroom discussion.
Cognitive: Students need to have background on what a vehicle is and how it works.
Emotional: Students need to be open to suggestion and cautious of their group members
feelings.
Physical: Students need to be able to move around and work as a team to build their car.
Procedures:
1. These last couple of days, we have been discussing force, motion, and direction.
a. What is force? What is motion?
2. Good job, force is the pull or push of an object, and motion is how an object moves.
3. Well, today we are going to start on a lesson that will last a couple of days.
4. Before we get started on the main part of the lesson, I want you all to take out your
science notes and write down as many different vehicles that you can name, what the
purpose was for making this vehicle and where you can find it.
5. Once you have written that, I want you to write down how vehicles move.
6. Before sharing, I want you to quickly find a partner, and discuss what you each have
written. Once you each have had a chance to share, I want your group to decide on three
vehicles and a couple of ways the vehicles move.
7. Once you have a list, I want you to write your ideas on the sticky notes and come place
them up on the board in the correct space.
a. The class and I will discuss what the students have written and how they know
this information.
8. Good job everyone! So from this information, we can define a vehicle as a thing used for
transporting people or goods. Vehicles can move in many different ways such as a push,
wheels, gas pedal, and so on.
9. What about a vehicles design? How do you believe they come up with a design for cars?
10. Well today, you are all going to become designers and builders. I have assigned everyone
to a group. In this group, I will give you all graph paper and a bag filled with these
pieces. I want your group to all work together to design and build a car. As for a hint, you
want your car to be able to move fast.
11. You only have 20 minutes to design and build your car. You can use this graph paper to
draw your car out, or you can just experiment with the different pieces to see what works.
12. Once you have created what you all have agreed on for your vehicle, draw a picture of it
in your science notebook.
13. When you have done so, go place your car in the back on the room with your group name
written on the sticky note next to it.
14. Everyones vehicle looks really good. Tomorrow, we are going to apply motion to our
vehicles and see how well they do.
Use of Technology
The only technology that will be used during this lesson is an online timer. I will use this
timer as a visual and reminder for the students while building their cars. The students will not
have the entire class period to build their cars, so they must work fast and together in order to
complete it.
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Differentiation/Accommodations/Modifications/Increases in Rigor (should show use of TWS

1 data)
One accommodation that I have applied to this lesson was a visual of the directions for
the students. Some students tend to get off task, so I believe a visual will help them follow along
without me having to repeat myself. I have also created small groups instead of letting the
students choose whom they work with. I did this because students have a tendency to only work
with friends, which later cause disruptions.
References: Nastasha Green
Motion and design: Student activity book (pp. 3-4). (1997). Burlington, N.C.: Carolina
Biological Supply

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College of Education
Lesson Plan Template

Teacher Candidate: Nastasha Green

School: Ninety Six Elementary

Date and Time of Lesson: 2/4/15; 10:00

Subject/Grade Level: ELA / 5th grade

Description of Lesson: Students will partake in an interactive read aloud and have a discussion
about main ideas and events that took place in the story Angels in the Dust by Margot Theis
Raven. The students will then compare the dust bowl to the area in which they live. Once they
have done so, they will write a letter to Annie (the main character) and describe how they felt or
believe she felt after listening to the book.

Lesson Title or Essential Question that guides the lesson: Living in the Dust Bowl
Curriculum Standards Addressed:
National Standard(s):

Common Core English Standard:

o SL.5.2: Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others' ideas and expressing their own clearly.
Indicator:
o CCSS.ELA-LITERACY.SL.5.1.C: Pose and respond to specific questions by
making comments that contribute to the discussion and elaborate on the remarks
of others.
o CCSS.ELA-LITERACY.SL.5.1.D: Review the key ideas expressed and draw
conclusions in light of information and knowledge gained from the discussions.

South Carolina Social Studies Standard:

o Standard 5-4: The student will demonstrate an understanding of American
economic challenges in the 1920s and 1930s and world conflict in the 1940s.
Indicator:
o 5-4.2: Summarize the causes of the Great Depression, including overproduction
and declining purchasing power, the burst of the stock market bubble in 1929, and
the resulting unemployment, failed economic institutions; and the effects of the
Dust Bowl.

Other:
SSCA Element(s):
o Students are expected to give everyone the appropriate respect when they are
talking.
o They will raise their hand when they want to answer question and no one should
speak out of turn.
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Lesson Objective(s):
Students will be able to participate in an interactive
read aloud on Angels in the Dust through discussion and
writing.

Assessment(s) of the Objectives:

Prior to the lesson, I will ask students
what the Dust bowl was and any
information they have about it.

Antecedent: When asked a question about Angels in the

Dust
Behavior: Students will discuss
Content: different emotions, make predications, and
elaborate on the text
Degree: with 80% accuracy

During the lesson, students will have

class discussion based on the
different questions I have prepared
for them based on the text.
After the lesson, students will write a
letter to Annie explaining how they
believe she felt while living in the
Dust bowl and how they believe they
would have handled some of the
events she went through. .

Materials/Resources: Angles in the Dust by Margot Theis Raven, Venn diagram, Maps, pencil,
and pencil.
Prerequisites (Prior Knowledge):
Social: Students will need to know how to socially engage in classroom discussion.
Cognitive: Students need to think about the hardships of living in the dust bowl.
Emotional: Students need to place themselves in the story and imagine how it feels to be
Annie and Bessie.
Physical: Students need to be able to move around to different seats for discussion.
Procedures:
1. You all have just learned about World War I, Great Migration, and Harlem Renaissance.
Now that World War I is over, you will all start to learn about the Great Depression.
2. One important factor that contributed to the Great Depression was the Dust Bowl.
3. Who can tell me what the Dust Bowl was?
a. The Dust Bowl was the name given to the Great Plains region devastated by
drought in 1930s. The areas that were a part of the Dust Bowl were Oklahoma,
Texas, and sections of Kansas, Colorado, and New Mexico. When drought struck
from 1934 to 1937, the soil lacked the stronger root system of grass as an anchor;
so, the winds easily picked up the loose topsoil and swirled it into dense dust
clouds, called black blizzards. Recurrent dust storms wreaked havoc, choking
cattle and pasture lands and driving 60 percent of the population from the region.
b. Many people suffered from the Dust Bowl and had to start a new life as well as
trying to figure out ways to survive in this dust.
4. Today, I am going to read a story called Angels of the Dust.
5. Before I start reading, I want you all to look at the cover of the book and tell me what you
believe this book is about. Look at the title and think about the information I have told
you about the Dust Bowl.
a. Who would like to share their ideas?
6. Great predictions guys! I am going to read the story, and we will see if you all are right.
Make sure you pay close attention because I have more questions to ask throughout the
story.
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7. I begin reading until I reach the fifth page.

a. Guys, look closely at the picture. What do you think is happening or is going to
happen next?
b. Great job. I will continue reading to see what happens next.
8. I read until I get to the end of page 8.
a. Turn to a partner and tell them how you would feel if you were Annie or Bessie.
Why do you believe they did not move?
b. I allow some groups to share their thoughts and continue to read.
9. Read to the end of page 13.
a. Raise your hands if you believe her plants will grow. Why?
b. For the people who did not raise your hands, why dont you believe her plants
will grow?
c. Continue reading.
10. Read to the end of page 18.
a. What do you think will happen now that the house has burned down?
b. Will their father be upset?
c. Continue reading.
11. Read to the end of page 25.
a. Turn to a partner and discuss what the dust now symbolizes and why is it
important to them?
b. Chose students to answer aloud
c. Continue reading.
12. Raise your hand if you would be able to live in the dust bowl?
a. Why or Why not?
13. Compare to where you live now, its very different.
14. In my hand is a Venn diagram. Can someone explain to me what a Venn diagram is?
a. Correct, its where you compare two things.
b. Before I pass these papers out, I want you to quietly find a partner to work with.
When you have your partner, put your thumbs up.
c. On this Venn diagram, you and your partner will complete this Venn diagram
comparing where you live now to the Great Plains (Dust bowl).
d. You have ten minutes to complete it, and then we will discuss it as a class.
15. Class will share what they have on their Venn diagram.
16. Now that we have created a Venn diagram, I want you all to pull out a piece of notebook
paper.
17. On this notebook paper, I want you all to write a letter to Annie explaining how you felt
after listening to her story.
a. You can include how you would have felt if you lived in the Dust Bowl.
b. Express how hard it must have been to lose her mother and take care of the house.
c. Tell what you would do if you lived in the Dust bowl.
18. I will give you all ten minutes to complete this letter. When you are finished, I want you
to find someone else to share your letters with.
19. I will then call on some students to read their letter out loud.
20. Great job guys! The Dust Bowl was not a fun place to live, and it really had a negative
effect on America.
21. When we get into Social Studies, you will learn more about this.
Use of Technology
There will be no technology used in this lesson. The students will be participating in an
interactive read aloud and using visuals from the book and maps.
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Differentiation/Accommodations/Modifications/Increases in Rigor (should show use of TWS

1 data)
As an accommodation, I have decided to read Angels in the Dust aloud to the students. I
have chosen to do so, because many of the students are on different levels of reading, so I
believe reading the story out loud will allow everyone to follow along.
As for the higher learners, I have assigned them to conduct research on questions or
topics that other students may have. I believe this will create an interest for students and
give them something to do besides learn material that they may know.
References: Nastasha Green

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Some Mini Unit Lesson Plans

Lesson 1:

Students will take the pre-assessment and then create a KHWL chart. (This
chart will be modified when needed).
Students will review key attitudes such as friendship, bravery, and loyalty and
discuss the meaning of each word.
Students will conduct a cold read on A Time to Fight

Lesson 2:

Students will read and discuss textbook pages 362-363 (Holocaust) and
pages 340-342 (Dictators and types if Government).
Students will make a shutter book using information and pictures
representing the Dictators. They will place this book in their WWII books.
Students will watch a video about Hitler, Mussolini, and Roosevelt.

Lesson 3:

Students will watch a Brian Pop on the causes of WWII and take a quiz.
Read textbook pages 343 (Americas Position)
Discuss what Lend Lease was and how it affected the United States.

Lesson 4:

Students will learn about the different important symbols such as, the
Swastika, Star of David, and the yellow star.
We will discuss how Hitler felt about the Jewish people and what he did to
them.
I will read aloud chapter 5 in Number the Stars and Star of Fear, Star of Hope.
The students will then create a Venn diagram and compare the different
characters.
The students will also write a journal entry about Number the Stars.

Lesson 5:

Students will discuss why they believe Japan was a part of WWII.
I will read aloud pages 42-47 in the book Boy at War. Students will response
to the book through a journal entry.
Students will read and discuss textbook pages 344-345 about Pearl Harbor
and pages 353 explaining Japanese internment camps.

Use of Technology
Technology will be used throughout this mini unit in many different ways. I
will use the computers to conduct research, show pictures and videos, and for
online quizzes or games. Although technology may not be used every day, I will try
to provide students with visuals based on WWII.
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