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USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science


1st

Group
Size:
Whole
Class

Name: Caitlin Snider


Date of Lesson: November
5, 2015

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Evaluation Plan- How will
you know students have
mastered your objectives?

SC.1.P.12.1 Demonstrate and describe the various ways that objects can move, such as
in a straight line, zig-zag, back and fourth, round and round, fast and slow.
SC.1.N.1.3 Keep records as appropriate such as pictorial and written records of
investigations conducted.

During this lesson students will learn what motion is and the different types of motion.
The students will try out different motions they can do and then apply that to their
spinning ghost. By the end of this unit students should understand motion.

I will know the students will have masted the objects above by:
Formative- Students will record their work in their science journal and understand what
they wrote.

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content: Science
1st

Group
Size:
Whole
Class

Name: Caitlin Snider


Date of Lesson: November
5, 2015

Summative- The end of the lesson students will understand motion and how it works.
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be

Time

Lesson Implementation
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Materials:
*5 paper ghost cut from construction paper or bond paper
*Prediction Graph
*Paper Clips
*Markers for graph (one for each student)
1. Have the students line up in a line and have them try out
different ways of motion. (zig-zag, forward, backwards, up, down,
left, right, etc.)
2. Have the students move back to their seats.
3. Explain to the students that the ghost you are holding can only
float to the ground.

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content: Science
1st

collected during each


phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Group
Size:
Whole
Class

Name: Caitlin Snider


Date of Lesson: November
5, 2015

4. Demonstrate by dropping the ghost to the floor.


5. Have the students comment on what they just observed.
6. Tell the students you want to see the ghost spin to the ground.
7. Ask the students how they think the ghost will spin to the ground.
8. Have them write their prediction in their prediction graph.
9. Spin the ghost.
10. Ask the students what they think will happen when you add a
paper clip to the ghost.
11. Have them record what they think will happen in their prediction
graph.
12. Drop the ghost with the paper graph.
13. Ask the students what they think will happen when you add a
paper clip and bend the arms forward and have them record in the
prediction graph.
14. Drop the ghost.
15. Ask the students what they think will happen when you bend
one arm forward and one back and add a paper clip.
16. Have them record their prediction in their prediction graph.
17. Ask what the students think will happen if you keep the ghost
the same and have the students record their information.
18. Drop the ghost
19. Discuss their prediction graphs and observations.
20. Congratulate the students on a great job.

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught: Subject/Content: Science
1st

Group
Size:
Whole
Class

Name: Caitlin Snider


Date of Lesson: November
5, 2015

Meeting your students


needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
N/A

Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.

Even though this lesson is with the whole class my CT and I will walk around
and help the students who are struggling. We will also encourage them and let
them know that they are doing a great job. It is also important to help all the
students understand what motion is.

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

I believe this is an example of scaffolding. The students will first learn what motion is
then they will actually use their own bodies to experience motion. After this the students
will make their ghost and drop it. From there the students will determine what motion
their ghost went in based on the knowledge that they learned earlier.