USF Elementary Education Lesson Plan Template (S 2014) Name: Haleigh Dykes

Grade Level Being Taught: 1st Subject/Content: Science Group Size: 17 Date of Lesson: 9/26/2017

Lesson Content
What Standards (national or  SC.1.N.1.2 – Using the five senses as tools, make careful observations, describe objects in terms of
state) relate to this lesson? number, shape, texture, size, weight, color, and motion, and compare observations with others.
(You should include ALL applicable  SC.1.P.13.1 – Demonstrate that the way to change the motion of an object is by applying a push or a pull.
standards. Rarely do teachers use just
one: they’d never get through them all.)
Essential Understanding How can you change the motion of a model sailboat?
(What is the big idea or essential
question that you want students to
come away with? In other words, what,
aside from the standard and our
objective, will students understand
when they finish this lesson?)
Objectives- What are you  Students will be able to use the five senses to make observations and compare them with others with no
teaching? errors.
(Student-centered: What will students o I can use my five senses to make observations.
know and be able to do after this  Students will be able to demonstrate the change of motion by applying a push or a pull with no errors in
lesson? Include the ABCD’s of deciphering the two.
objectives: action, behavior, condition, o I can show the change of motion with a push or a pull.
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.)
Rationale  I am teaching this objective because it aligns with the Hillsborough County School District’s plans for
Address the following questions: where first grade should be at this point in time during the week.
 Why are you teaching this  The county recommends that this specific lab is taught on this specific day, so that’s what I intend to
objective? teach.
 Where does this lesson fit within a  While the lab itself is taught as per the inquiry book, the instruction leading up to the lab, extra
larger plan?
assistance during the lab, and the things after the lab will be taught in a way that I feel will most benefit
 Why are you teaching it this way?
 Why is it important for students to the students based on my time in the classroom.
learn this concept?  It is important for students to learn this concept because every motion is either a push or a pull, and so
since that’s very concrete, and everything is always in motion, I think it’s important that the students
learn this.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 1st Subject/Content: Science
Evaluation Plan- How will you
know students have mastered
your objectives?
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?
What Content Knowledge is
necessary for a teacher to teach
this material?
What background knowledge is
necessary for a student to
successfully meet these
objectives?
 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?
Teaching Methods
(What teaching method(s) will you use
during this lesson? Examples include
guided release, 5 Es, direct instruction,
lecture, demonstration, partner word,
etc.)
Name: Haleigh Dykes
Group Size: 17 Date of Lesson: 9/26/2017
I will know students have mastered my objectives for this lesson by having them make predictions with
me. I will have the following written on an anchor chart prior to the lesson beginning:
What I Will Do How the Boat Will Move
from Starting Position
I will push the boat.
I will pull the boat.
Students will then be given sticky notes and asked to write down what they think will happen when each
thing happens and then we will share what the most common answer is and I will write it in on our chart.
Following the lesson, they will have a very similar graphic organizer for observations where they will
record what happened during the lab when they pushed or pulled the boat. They will fill this out and put
it into their science notebook.
I will give one person at each table the opportunity to share what their table observed.
In order to teach this material, the teacher needs to have an in depth understanding of what a push or a
pull is and what it means to push and pull something.
Students will need to have background knowledge on what an observation is.
 During their time on the carpet, I will ask them if they remember what an observation is and then
give one of them an opportunity to explain it. If necessary, I will then explain it.
Students will need to have a basic idea of what it means to push or pull something.
 I will review the concepts, but first will ask them to tell me what they think a push or a pull is.
 They may think that a certain part is required in order to make an object move. Such as legs,
wheels, etc.
 An object can move on its own.
Lesson Implementation
A variety of teaching methods will be used during this lesson.
 Discussion
 Demonstration
 Groups
 Sticky note chart
USF Elementary Education Lesson Plan Template (S 2014) Name: Haleigh Dykes
Grade Level Being Taught: 1st Subject/Content: Science Group Size: 17 Date of Lesson: 9/26/2017

 Anchor activities
 Organizers
 Think-Pair-Share
Step-by-Step Plan Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible? plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. Act Time (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the Idea;
as if you needed a substitute to carry Students) Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
out the lesson for you.)
9:30a Students Students will quickly and quietly move from their seats to the carpet.
Where applicable, be sure to address 9:31a Teacher Teacher will review the concept of observation by having students talk with a
the following: partner.
 What Higher Order Thinking 9:31a Students Students will talk with their partner.
(H.O.T.) questions will you ask? 9:33a Teacher Teacher will ask a few sets of partners to share with the class what they
 How will materials be distributed? remember about observations. (This will be written on an anchor chart.
 Who will work together in groups 9:35a Teacher Teacher will introduce the topic of pushes and pulls.
and how will you determine the 9:35a Teacher Teacher will ask who knows what a push is and have the students turn and talk
grouping? with their partners.
 How will students transition 9:35a Students Students will be discussing what they think a push is with their partners.
between activities?
9:37a Teacher Teacher will ask a few sets of partners to tell the class what they discussed.
 What will you as the teacher do?
 What will the students do? Then, she will elaborate on what a push is.
 What student data will be 9:39a Teacher Teacher will ask who knows what a pull is and have the students turn and talk
collected during each phase? with their partners.
 What are other adults in the room 9:39a Students Students will be discussing what they think a pull is with their partners.
doing? How are they supporting 9:41a Teacher Teacher will ask a few sets of partners (different sets than before) to tell the
students’ learning? class what they discussed. Then, she will elaborate on what a pull is.
 What model of co-teaching are you 9:43a Teacher Teacher will announce that they will be doing a lab during science and explain
using? what the purpose is, etc.
9:45a Teacher Teacher will dismiss students to their seats but direct them to NOT sit down.
9:45a Students Students will be directed to pull their chairs out and pause.
9:46a Teacher Teacher will ask which force of motion was used and take a few answers.
9:47a Students Students will be directed to push their chairs in and pause.
9:47a Teacher Teacher will ask which force of motion was used and take a few answers.
9:48a Students Students will be directed to then sit back down at their desks.
9:49a Teacher Teacher will then have students begin the first step of the lab. *Throughout this,
the teacher will tell the students when to move on to the next step and will have
the inquiry book displayed with the Elmo.
9:50a Students Students will make a model of a sailboat by taping a straw to a notecard.
USF Elementary Education Lesson Plan Template (S 2014) Name: Haleigh Dykes
Grade Level Being Taught: 1st Subject/Content: Science Group Size: 17 Date of Lesson: 9/26/2017

9:52a Students Next, students will put the clay ball into the foil boat.
9:53a Students Students will insert the straw into the clay as shown in the inquiry book.
9:54a Students Students will place boat in the middle of the pan of water.
9:55a Teacher Teacher will give each student a sticky note and ask half the class to make
predictions on what will happen when the boat is pushed and the other half to
make predictions on what will happen when the boat is pulled.
9:56a Students Students will write their predictions on the sticky note and then place it on the
anchor chart in the designated section.
9:59a Teacher Teacher will go over what predictions were made and share a few with the class.
10:02a Students Students will take turns pushing and pulling the boat across the pan of water.
10:02a Teacher Teacher(s) will circulate the room asking questions and assisting groups as
necessary.
10:09a Teacher Teacher will give students an observation form and direct them to fill it out.
10:09a Students Students will fill out their observation form.
10:13a Teacher Teacher will have one person from each table come up and share their
observations.
10:13a Students Students from each table (as designated in the step above) will come up and
share their tables findings under the Elmo.
10:15a Students Students will glue their observation form into their science notebook.
10:16a Both Teachers and students will begin cleaning up for lunch.
What will you do if a student My CT and myself, will be walking around and assisting students as necessary if they are struggling with
struggles with the content? it. However, since this is a group activity the students will also be able to assist each other at their
individual tables.
What will you do if a student That student will be able to continue to help the students at his/her table to make sure that everyone
masters the content quickly? understands what they are doing.
Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners. students?
While I don’t believe it connects to the students’ cultural backgrounds, if students enjoy boats then it may
connect to their interests in that way. Also, it’s a real-world type activity because all motion is either a
push or a pull, and so students are learning about pushes and pulls.
If applicable, how does this lesson connect to/reflect the local community?
Not applicable.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 1st Subject/Content: Science
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain the
accommodation(s) you will implement
for these unique learners.)
Materials
(What materials will you use? Why did
you choose these materials? Include
any resources you used. This can also
include people!)
Name: Haleigh Dykes
Group Size: 17 Date of Lesson: 9/26/2017
During this assignment, should students need an additional challenge I will ask them some higher level
critical thinking questions to have them consider while performing the lab.
How will you differentiate instruction for students who need additional language support?
There are photographs of what each step looks like within the inquiry book. This will allow my ELL
students to be able to visually see what it is that they are supposed to be doing at any given moment.
Also, since it is a group assignment, the ELL students may ask others at their table for assistance should
they not understand what part of the assignment that we are on.
YFS – this student needs language support, they will be able to ask peers at their table for further
assistance if they do not understand something.
RL – this student needs emotional and language support. They will be able to ask peers at their table for
further assistance if they do not understand something. Student was also given a stuffed toy from the
guidance counselor to hug if they begin to miss their parent to assist with emotional support.
SMD – student needs one-on-one, re-motivation, and behavioral support. During certain behavioral
incidents, the best thing to do is not acknowledge that they are doing it. However, since my collaborating
teacher will also be in the classroom, she may redirect the student or sit one-on-one with them if she
deems it necessary.
 Tape
 Note cards
 Straws
 Clay ball
 Foil boat
 Pan with water
 Pushes and Pulls Science Inquiry Book.
 Science journals
 My collaborating teacher
 I chose the first 7 materials because that is what the inquiry book says is needed in order to perform the
lab.
 I included the science journals because any notes they take will be put into their science journals.
 My collaborating teacher is a resource because she can assist me in co-teaching if the need arises and
she’ll be walking around with me during the lab to monitor student progress, etc.