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USF Elementary Education Lesson Plan Template (S 2014) Name: Ana Morillo

Grade Level Being Taught: Subject/Content: science Group Date of Lesson: February
5th Size: 20 6th

Lesson Content
What Standards (national
or state) relate to this
SC.5.E.7.3- Recognize how air temperature, barometric pressure, humidity, wind speed
lesson?
and direction, and precipitation determine the weather in a particular place and time.
(You should include ALL
applicable standards. Rarely
do teachers use just one:
they’d never get through
them all.)

Essential Understanding
(What is the big idea or Humans continue to explore the interactions among water, air, and land. Air and water
essential question that you are in constant motion that results in changing conditions that can be observed over
want students to come away time.
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to Students will be able to:
do after this lesson? Include  Explain the roles that air temperature and humidity play in weather patterns.
the ABCD’s of objectives:  Explain how air pressure affects wind and other parts of weather.
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
USF Elementary Education Lesson Plan Template (S 2014) Name: Ana Morillo
Grade Level Being Taught: Subject/Content: science Group Date of Lesson: February
5th Size: 20 6th

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.)

Rationale
Address the following  I am teaching this objective so that students can relate to weather and the
questions: differences in environments.
 Why are you teaching this  It is important that Grade 5 students master these concepts because they are
objective? annually assessed on Grade 5 standardized tests.
 Where does this lesson fit
within a larger plan?
 Why are you teaching it
this way?
 Why is it important for
students to learn this
concept?

Evaluation Plan- How will
you know students have Formative:
mastered your objectives?  Groups are in charge of their property of air and to fill out the chart answering,
what is it and how does it affect weather.
Address the following:  Teacher is looking for team work and being able to infer and read from a text.
 What formative evidence
will you use to document Summative:
student learning during  Each group is to teach their friends about their property of air.
this lesson?  I will check for understanding and ability to explain
 What summative evidence
will you collect, either At the end of the day students will do an exit ticket
during this lesson or in What did you learn today?
upcoming lessons?
USF Elementary Education Lesson Plan Template (S 2014) Name: Ana Morillo
Grade Level Being Taught: Subject/Content: science Group Date of Lesson: February
5th Size: 20 6th

What background
knowledge is necessary for Students know:
a student to successfully Water as a solid, liquid and a gas.
meet these objectives? Measuring and comparing temperatures
The water cycle
 How will you ensure
students’ have this
previous knowledge?
 Who are your learners?
 What do you know about
them?
 What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content? How air pressure affects weather.
USF Elementary Education Lesson Plan Template (S 2014) Name: Ana Morillo
Grade Level Being Taught: Subject/Content: science Group Date of Lesson: February
5th Size: 20 6th

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided Student demonstration
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).

Where applicable, be sure to
address the following: What are we doing today in science?
 What Higher Order “Today in science we will learn about the properties of air and how
Thinking (H.O.T.) questions they affect weather”
will you ask?
 How will materials be Repeat
distributed?
 Who will work together in “Today we are doing things a little different. Each group will be
groups and how will you assigned a property of air and your job is to become an expert on
determine the grouping? your property and teach the class”
 How will students
transition between “What are the properties of air?”
USF Elementary Education Lesson Plan Template (S 2014) Name: Ana Morillo
Grade Level Being Taught: Subject/Content: science Group Date of Lesson: February
5th Size: 20 6th

activities? Temperature, Humidity, Air Pressure and Wind
 What will you as the
teacher do? “Table 1 Temperature Table 2 Humidity Table 3 Air Pressure Table 4
 What will the students do? Wind.”
 What student data will be
collected during each “Each person in the group is responsible for filling out this chart”
phase? “Under property you write temperature, humidity, air pressure or
 What are other adults in wind. In the what is it column you write the definition. Then in the
the room doing? How are last column your group will write how it affects weather. After
they supporting students’ reading your designated paragraph you will have to infer or take
learning? from the textbook.”
 What model of co-teaching
are you using? “Have enough room to add the other properties your friends teach
you about”

“You have 10 minutes”
USF Elementary Education Lesson Plan Template (S 2014) Name: Ana Morillo
Grade Level Being Taught: Subject/Content: science Group Date of Lesson: February
5th Size: 20 6th

After 10 minutes is up, ask students to show with their fingers how
many more minutes they need.

Once each table is ready, remind students what they will be doing
when a group is at the board.
“When a group is at the board all eyes are on them. Give your
friends your full attention. At the end make sure to ask questions”.

After each group recap
USF Elementary Education Lesson Plan Template (S 2014) Name: Ana Morillo
Grade Level Being Taught: Subject/Content: science Group Date of Lesson: February
5th Size: 20 6th

Independently
Answer 1-3 page 155
Exit ticket:
What is one thing you learned today?

“Place sticky note on your number”

What will you do if… …a student struggles with the content?

Help facilitate discussion when a group is at the board.
USF Elementary Education Lesson Plan Template (S 2014) Name: Ana Morillo
Grade Level Being Taught: Subject/Content: science Group Date of Lesson: February
5th Size: 20 6th

What will you do if… …a student masters the content quickly?

Meeting your students’ If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners

If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

How will you differentiate instruction for students who need additional
language support?

I will give them a copy of my chart I created.

Accommodations (If
needed) Student C.F. uses a keyboard when typing
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
USF Elementary Education Lesson Plan Template (S 2014) Name: Ana Morillo
Grade Level Being Taught: Subject/Content: science Group Date of Lesson: February
5th Size: 20 6th

learners.)

Materials
(What materials will you use? Textbook, elmo, science journals
Why did you choose these
materials? Include any
resources you used. This can
also include people!)