SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 4.15

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area

Beverly Welch, Tom Lux, Jessica Pham 897027330, 800506339, 893108282
Class Title Lesson Title
Physical Science Introduction
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards
LS1.C - Organization for Matter and Energy Flow in Organisms
MS-LS-7 Develop a model that describes how food is rearranged
through chemical reactions forming new molecules that release
energy as this matter moves through an organism
PS3.D - Energy in Chemical Processes and Everyday Life
Cellular respiration in plants and animals involve chemical reactions
with oxygen that release stored energy. In these processes, complex
molecules containing carbon react with oxygen to produce carbon
dioxide and other materials.
This lesson’s standards serve as the bookend framework for the physical
science standards that will be used throughout the unit. (See Pre-lesson
reflection comments below)
Lesson Objective(s)
 Students will assume their new role as nutritionists and start
to think about how food intake affects athletes.
 Students will also successfully create an initial model and be
able to make an initial argument for their model
 Understandings, conceptions, language and experiences
solicited by students will be selected/represented and used to
adapt upcoming instruction.
Foundational Level Science
Unit Title Grade Levels Total Minutes
Matter Matters 8th 45 minutes
Common Core State Standard Connections
SL.8.5 - Integrate multimedia and visual displays into presentations to
clarify information, strengthen claims and evidence, and add interest.
WHST.6-8.8 - Gather relevant information from multiple print and
digital sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard
format for citation
Evidence
Students will be able to:
 Work in groups to create an explanatory model on a poster
 Present/explain their ideas and reasonings behind their model
 Share partial understandings and/or alternative conceptions.
 Express their understandings/conceptions using their own
everyday language and experiences both verbally responding
to questions and in writing/illustration in their models.
 Answer questions to WHAT (What do you see?) was observed,
hypothesize about HOW (How do you think this
happens/What might be going on?), and explain WHY
 Students are talking to each other, not just responding to
instructor

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment
Checking for and activating
EL
prior knowledge.
Ensuring that the objectives of
the lesson are being met.
 Act on model building
task
 Developing/expressing
FA
explanations
(hypotheses, argument)
 Identifying
understandings,
conceptions, language
Implementation
During direct instruction,
pauses will be taken to ask
questions about information
that was previously taught and
serves as a basis for this lesson.
This is starting a new unit, so
focus is on modeling and other
supporting practices. Entire
lesson is devoted to “prior
knowledge/conceptions”.
 During presentation,
teacher(s) will monitor
progress through
questions/probing.
 During model activity,
teacher(s) will walk the
room to monitor
group/individual
collaboration,
development of
Feedback Strategy How Informs Teaching
During introduction
Identify gaps in learning or
presentation, if students do not
continued misconceptions in
respond appropriately or
learning from previous
indicate understanding, more
activities.
time will be allocated to
If appropriate, respond
discuss.
immediately to student
Informs future phenomena,
information to focus/redirect
driving question and model
thinking.
development introductions.
 During lesson, redirection Future activities and lessons
will be provided as can be added or modified to
needed to meet address student explanations
objectives. and ideas including any
 During activity and closing preconception/misconceptions
whole class discussion,
teacher(s) can identify
student thinking patterns,
language/words use, and
ideas for discussion and
 and experiences for
future instruction.
This lesson does not have a
summative assessment. The
models will be
revised/improved several
more times based on
additional learning.
SA
During future lessons,
additional individual
summative information on
learning will supplement final
group “summative” models.
hypotheses, explanations,
and consensus building
while working.
 Whole class discussion to
compile generated ideas
and language used in
aggregate.
The final, revised capstone
model will integrate/measure
cumulative content student
learning over the unit as
applied to the phenomenon
(Interactions of matter and the
digestive system.)
incorporation in future
lessons.
 Post-lesson, models will
be reviewed as a
formative assessment to
identify misconception,
current thinking and
learning gaps.
 Students will receive
feedback on process
improvement, but not
provided direct right or
wrong answers on model
content. This is part of
the model activity for
them to “struggle” and
learn the science process.
During the unit, in addition to Final models will inform
feedback from the teacher, teacher on the
students will gain feedback strengths/weaknesses of the
from peer collaboration. bundle map, implementation
of model activities and
necessary modifications to
supporting activities and
lessons to improve reflection of
learning in the models.

FOCUS OF INSTRUCTION
Instructional Strategies
Video to engage students with information as basis for anchoring question/phenomena
Direct instruction using presentation slides to include case information and questions to activate and solicit ideas for initial model.
Modeling through learning groups while working on/discussing
Class discussion with focus on questions to compile selected/represented understandings, conceptions, language and experiences solicited by
students
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Administration: Teacher(s) greets and settles students down for Administration: Students will enter class, take their seats, and
the day. Takes roll. prepare their materials.
Anticipatory: Teacher(s) will then pique students interest by Anticipatory: Students will then watch a video on Michael Phelps’
showing students a video clip. diet.
10 Lesson Introduction: Teacher(s) will then, via a PowerPoint Lesson Introduction: After the video, students will follow
minutes presentation, introduce the driving question and the anchoring presentation and engage in class discussion led by the teacher(s)
phenomenon for the unit including any relevant supporting case during direct instruction
information. Teacher(s) will ask questions throughout the lesson
introduction to activate thinking and access students’ prior
knowledge.
Lesson Body
Time Teacher Does Student Does
Modeling Activity Instruction: Students will listen to instructions,
Modeling Activity Instruction: Teacher(s) remind students
ask clarifying questions, and get into their groups of three as
(based on working on previous models in class) what an
assigned.
explanatory model is and instruct them that they will be creating
a new model to address the driving question and anchoring
phenomenon. Teacher(s) will then instruct students to get into
25 assigned groups of 3.
minutes  For initial model, teacher(s) remind students based on
previous modeling activities:
 To both draw out/illustrate as well as write heading
words, sentences and/or summary paragraphs for
explanations to what they think is happening and why
diets are so varied for different types of athletes.
  To engage in appropriate argumentation for evidence
discourse (See sentence frames)
 Use everyday language/experiences to answer
questions and propose ideas.
 Get beyond answering WHAT (What do you see?) was
observed to hypothesizing about HOW (How do you
think this happens/What might be going on?) and
explain WHY.
 Any instruction questions will be addressed on how to
make their models, but not what to put in their
models.
 Materials to be used will be introduced/administered;
student creative ideas for additional
materials/implementation will be permitted if
appropriate.

Modeling Activity: Modeling Activity:

Teacher will give the students most of the class period to work Students construct (draw out) their initial models in groups
on the models/posters.  Students draw on their prior knowledge and
 Teacher(s) will be walking around asking students conceptions to develop their own hypotheses to explain
questions to elicit ideas/explanations about their how and why.
observations and understanding. Objective is getting  Students will engage in dialog with other students (and
students to hypothesize what might be going on teacher(s)) by asking and answering questions and
(HOW), extending thinking using scenarios and providing explanations for their models.
thoughts, and pressing for possible explanations (WHY)  Students will also be illustrating and writing the
(What might be going on that we cannot see? Why do explanations their models including any supporting
you think it happens this way? What do you think reasoning based on their current understanding.
causes this?)  If they have questions, students will raise their hands
 Teacher(s) should not be influencing students’ answers and ask one of the teachers.
at this point in time but the teacher(s) should be taking
mental notes, identifying student thinking
patterns/words/ideas for discussion and incorporation
in future lessons.
 Teacher(s) help students understand that their ideas
may be fragments of explanations and/or just
hypotheses, so they are comfortable sharing and that
we will be exploring further for “evidence” to
support/revise ideas and refine models over course of
unit.

Lesson Closure
Time Teacher Does Student Does
Class Discussion: Selecting and Representing Student Ideas Class Discussion: Selecting and Representing Student Ideas
Publicly Publicly

Teacher(s) will gather the class back together to discuss and
write a class list of ideas (hypotheses). Teacher(s) moderate list
by asking whole group questions to edit list.
 Elicit student responses representing breadth of ideas
among students (Potentially identify
contradicting/diverging ideas)
 Make various explanations public to all students so
10 that they can start to ponder ideas that are not their
minutes own.
Students will return to whole class setting and engage in
discussion.
 Students provide their model information as the
teacher(s) calls on the groups
 Students will also listen to other students’ ideas and
think about how they relate to their own.

Teacher(s) wrap up class with summary questions (writing Students provide responses to summary questions and listen to
questions on white board) class/teacher comments.

 What questions we have now about the

phenomenon?”
 What kinds of information or experiences might we
need to learn more?”
 Teacher(s) explain that class will be exploring to learn more Students listen and reflect on direction
starting with molecules and the role they play.

Clean-up: Students are asked to hang models and pack-up. Clean-up: Students hang models on wall and pack-up.
Instructional Materials, Equipment, and Multimedia
Poster board, Markers/Colored Pencils/Crayons, Laptop (remote), Projector, Presentation, Sentence Frames, Word Board (if words identified)
Co-Teaching Strategies
Co-teaching: Three teachers sharing equal responsibility for lesson planning and implementation.

DIFFERENTIATION
English Learners
For English Learners, any
identified Tier I and II vocabulary
words will be addressed in the
presentation and added to the
classroom’s word board.
Multimedia (video and
presentation) and group work will
facilitate learning and
participation.
For discussion, teachers(s) will
post sentence frames to aid
students in the process.
Striving Readers
Striving Readers will benefit from
the introduction of identified Tier I
and II vocabulary. The lesson is
not reading focused. The
presentation will include
illustrations to support verbal
communication of the content.
Students with Special Needs Advanced Students
For students with special needs, As needed, advanced students will
accommodations will be made can be directed to additional
according to students’ IEP. Lesson articles and videos appropriate to
was designed to use scaffolding their level
through multimedia, learning
groups and multiple means of
expression including speaking,
writing and drawing.
For discussion, teachers(s) will
post sentence frames to aid
students in the process.
Body outline will be provided if
any students (IEP, etc.) prove
unable to draw.

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

Pre-lesson Summary & Rationale: The lesson is an entire unit introductory lesson as it introduces the anchoring phenomenon and driving question
to the students and asks them to draw-out their initial models. The intent is to solicit student ideas to be used throughout the unit to address their
current understandings, preconceptions/misconceptions and to leverage their use of language and experiences. The complete concept bundle for
this unit includes MS-PS1-1,-2.-4,-5; and MS-LS1-7. As the unit progresses through physical science standards covering molecules, chemical/physical
changes, conservation of matter, etc., the models will be revisited and revised to reflect students’ learning.

Post Lesson Reflection: TBD