Lesson Plan Template

Name: Ashley Pynaker Grade Level: 3rd

Target Content/Lesson Topic: Scientific Method Date: 11/2/20
Planning
Essential Question 1. Essential Question: How do I use information from a text to understand how to conduct an experiment
What is the essential question that this and then do one of my own
lesson addresses? What is the core 2. Core Purpose: To be able to comprehend an article given to them that models the scientific method
purpose of the lesson that includes the and then use that information to attempt to conduct one themselves
strategies and skills necessary to 3. Larger Unit of Study: The scientific method is used in older grades with more words to define, harder
accomplish the deeper learning in the studies to experiment with, and more complicated situations, so this prepares them for the further
standard? How does this lesson fit into
experiments they are going to conduct.
the larger unit of study?
State Learning Standards CCSS.ELA-LITERACY.RI.3.7
Identify relevant grade level standards Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
and Learning Outcomes from the State demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Content Learning Standards, Common
Core Standards, and school learning SCI.ESS1.C.4 Different solutions need to be tested in order to determine which of them best solves the
outcomes.
problem, given the criteria and the constraints.
Learning Targets/Objectives Students will be able to understand the process of conducting an experiment and conduct their own based on
What should the students know or be what they comprehended from an article and how they model it in class.
able to do after the instruction? Use a
common format with a measurable verb
that matches the cognitive domain
standard. This should be a small piece of
the standard stated in measurable
terms.
Grouping Grouping
Describe how and why students will be
divided into groups, if applicable Pairs, groups of 3, (outside of class-individual)
(homogeneous, heterogenous, random /
based on ability, interest, social Co-Teaching Strategy
purposes, etc.)
Co-Teaching Strategy
How did you collaborate with your co-
teacher to plan, instruct, and assess
learning? What Co-Teaching Model will
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 you employ?
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching

Differentiation Gifted students: Instead of working in groups of three to during the class activity, they will find the best
Respond to your students’ needs and solution on their own and present it when asked
adjust the content, process, product,
and/or environment to reach individual ESL students: They will be given the article translated in their language to follow along with while it’s being
learners based on their readiness, read out loud in English. They will also be able to conduct their own experiment in either language.
interests, and learning preferences
(Tomlinson, 2014). Discuss planned
Visually impaired: The article is read out loud (comes with recording)
supports here.
Hearing impaired: The article will also be up on the board for them to read
Students with busy/absentee family members: I can give a problem they have to test out of the classroom for
the homework
Assessment
Formative Assessment After they pair share, they communicate what they gathered in their gather up the facts organizers with the
How will you monitor student learning class and this will help me get an understanding on what they get from the article and what I need to go over
throughout the lesson? Be specific before I send them out for the day with the homework assignment
about how your chosen assessments
connect with the objectives above.
Does your formative assessment
have/need evaluation criteria? If so,
attach a copy of your evaluation criteria.
Summative Assessment The experiment they conduct outside of the classroom will help me determine what they comprehended from
How will students demonstrate mastery the article and what they understood about the experiment process.
of the standard? Note: This assessment
does not have to occur during/after this
lesson but in upcoming lessons.
Evaluation Criteria
What material(s) will you use to
evaluate learning? Please attach a copy
of your checklist, rubric, observation
criteria, or other measure.
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 Procedures (Teacher[s] will…, Students will…)
Describe the presentation of the overall Students will come in with the article on the board and ELLs will have a translated copy on their desk ready
lesson. and waiting for them. Once the class starts/ time for science starts I will explain the plan for the day for class
Introduction and Connection to and then explain what the article is for. I will then ask a student to pass out the “gather up the facts” worksheet
Previous Learning for all the students and ask them to fill out information they hear about how to conduct an experiment. I will
● Anticipatory Activity (Hook) then push play on the voiceover for the article and scroll as it continues to read. Once it is over andthe
● Activate prior knowledge. students have written their facts on their worksheet, I will tell them to pair up with the person next to them
● Be sure students understand and talk about what they did for their worksheet and what they think they have to do in the scientific process.
procedures and instructions for
lesson.
● Establish clear expectations.
● Model concept
The Introduction, During, and Wrap-up
groupings/ instruction/ lesson
progression might look different!
During (Lesson Progression) As they are pair sharing, I will walk around hearing the different conversations until a few minutes are up then
In this portion of the lesson, you will be I will ask some volunteers to share their finding and understanding of the scientific method/how to conduct
letting go and letting students engage in an experiment. We will then talk as a class about each of the conversations and write on the white board the
productive struggle; engaging in gradual process based on the pair conversations. I will then put them into groups of 3 and give each group “The Great
release, inquiry, or other learning Cookie Dunk” worksheet, coloring pencils, milk, and one of each cookie. They will then work as a group to find
methods. Please write what you are which cookie floats and which one doesn’t to better understand the scientific process. They will use the
looking for in terms of:
worksheet to mark predictions and if different trials were a success or a fail.
● Students’ thinking and how they
will start the lesson
● Provide appropriate support
(not explaining how to do it)
● Provide worthwhile extensions.
● Provide opportunities for
students to engage in using the
academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
Wrap-Up and Extension To end class I will give each student a sheet with a chart on it. They will be asked to go home and ask their
This is where you have students talk parent/guardian, sibling, neighbor for a problem they may have so they can conduct an experiment with. (I

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 about their thinking and share strategies will have a few myself if they don’t have the opportunity to talk with any of those people). They will mark
with the whole class. It’s important to successes and failures and have to do at least 3 trials even if they find the solution on the first try. I will take
name strategies and use academic any questions they have about the assignment and they will have the weekend to work on it.
vocabulary here, extending the lesson to
broader ideas.
● Promote a community of
learners
● Listen actively and probe
thinking without evaluating or
telling them how you would do
it.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed.
Instructional Materials, Article
Equipment and Technology Worksheet for Homework
Attach a copy of ALL materials the The Great Cookie Dunk
teacher and students will use during the Cookies
lesson; e.g., handouts, questions to Milk
answer, overheads, PowerPoint slides, Pencils
worksheets. List equipment or
Graphic Organizer
technology that needs to be available.

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