USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: 3
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards.)
Understanding the standards
over time
What misconceptions might
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Name: __Sydney Dowling__
Subject/Content: Science Group Size: Date of Lesson: 10/2/20
23/17
Part 1: Lesson Content
Energy Creates Motion: Push and Push, Fast and Slow!
How does this lesson connect to the interests and cultural backgrounds of your students?
Because we have been focused on energy recently, students will already be knowledgeable about what
energy is. This lesson will introduce students to how energy will create that motion, which will
hopefully be of interest to students as we have been studying energy, as well as how they can connect
this new information to their own lives and cultures.
How does this lesson connect to/reflect the local community?
The students can take this information and share it with their family and friends.
SC.3.P.10.2- Recognize that energy has the ability to cause motion or create change.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
SC.2.P.10.1- Discuss that people use electricity or other forms of energy to cook their food, cool or
warm their homes, and power their cars.
Students have previously learned that energy is used to power electricity, now they will build on this
idea in learning that energy creates motion.
Trace the standard to the next grade level. What will students learn next related to this standard?
SC.4.P.10.2- Investigate and describe that energy has the ability to cause motion or create change.
In the next grade, students will build off this knowledge of energy creating motion and use it to
investigate and describe it.
Students may have the misconception that motion creates energy, take a windmill for example, but the
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show
it- there might be clues in the
standard)
Measure (HOW WELL they need
to do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Assessment Plan- How will you
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Name: __Sydney Dowling__
Subject/Content: Science Group Size: Date of Lesson: 10/2/20
23/17
wind energy is used to create the motion that creates energy. Students may also have the
misconception that motion and energy are the same thing.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between
potential and kinetic energy (content- what). 
--Based on what they read in the first half of a fiction story, students will be able to write (action-
how) a reasonable (measure- how well) prediction (also part of the action) for how the main character
will respond to a challenge in the second half (content- what).
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-Students will be able to accurately differentiate between energy and motion.
-Based on the story, students will be able to accurately represent a term described in the book.
-Students will be able to recognize that energy has the ability to cause motion or create change.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? _Level 1_
Which level(s) of thinking is/are called for in your objective? _Analyzing, Understanding, and Recall
Why did you choose this level(s) of thinking?
I chose these levels of thinking because I think they allow for students to demonstration different
levels of understanding in terms of this topic.
Describe your assessment plan:
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student learning/student
work? If you’re using a rubric,
include your rubric here.
Management & Environment
(integrated throughout your
3
Name: __Sydney Dowling__
Subject/Content: Science Group Size: Date of Lesson: 10/2/20
23/17
In order to assess students’ understanding of the material covered in the book, we will play a game
similar to charades where the students will choose a term or concept from the story and act it out for
the class to guess. This will allow me to determine which students need more time to understand the
material. I will also use the notes students take on the “think-pads” as an assessment of their
understanding of the material. Students will hold up their notebooks with notes in them and I will
screenshot these to look at later to determine who had any misconceptions about the topics discussed
in the book. Using these notes, as a group, we will create a class definition for the terms “inertia”,
“gravity”, and “friction”.
Is your assessment formative or summative? Why did you make that assessment decision?
This assessment is more formative, I chose this because this book is introducing this topic to the
students and measuring their understanding after the story will be beneficial in determining where to
go next.
How does it align with your objective?
This aligns with my objective in the sense that it measures students’ understanding of the way energy
creates motion.
There is no rubric for this assessment necessarily, but students will be assessed based on their ability
to actively represent or guess the term or concept that is being represented. For example, if the student
acts out the term accurately, or if another student guesses the concept that another student is acting
out, accurately. The completion of the “think-pads” will result in class participation as well, which is
also part of their “Zoom Grade” for the day.
Part 2: Lesson Implementation
- In terms of arranging the students, we will be meeting as a whole group on Zoom.
- Students will follow their Zoom expectations, meaning they will keep themselves muted while
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Sydney Dowling__

Grade Level Being Taught: 3 Subject/Content: Science Group Size: Date of Lesson: 10/2/20
23/17

step-by-step plan): others are speaking, raise their blue Zoom hands, and type in the chat when unable to unmute
 How will you arrange or to ask a more individual question. At the beginning of the read-aloud and game, I will
yourself and the students remind students when to raise their blue hands, type in the chat, or unmute their microphones.
(location in the classroom, - I will continue to have high expectations for students, as well as expect them to inform me in
seating)? some way when they do not understand. Students do not need to be reminded of this but when
 What processes & students express that they do not understand, I will thank them for telling me.
procedures will you use? - If students do not meet these expectations, I will remind them of the class expectations. If this
How and when will you does not work, I will message them privately to remind them of these expectations and to
communicate those to please follow them. If a student is consistently not muting their microphone and speaking out,
students? I will mute their microphone from my end.
 What expectations will you - Since we are completing the activity together as a game, no students should complete the task
have for the students? How quickly.
and when will you
communicate those to
students?
 What strategies will you
use if students do not meet
your expectations? Are
there specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials The materials needed for this activity will be my laptop, my headphones, the book “Motion: Push and
(What materials will you use? Pull, Fast and Slow”, my PowerPoint with instructions, pencil and paper, and of course my students.
Why did you choose these The laptop is needed for the online materials such as the Zoom, book, and PowerPoint. The pencil and
materials? Include any resources paper are needed to record any notes of students that may need more support.
you used. This can also include
people!)
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3
Differentiating Instruction
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.)
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Name: __Sydney Dowling__
Subject/Content: Science Group Size: Date of Lesson: 10/2/20
23/17
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
I will differentiate the process for students who need more support linguistically or for other reasons.
For example, I will allow students to message in the chat if they are nervous to speak out in class or
speak out loud when students are unable to type or spell. I will also accommodate for these students
by providing more think time. For students who are not wanting to act-out the examples, they can
guess what other students act-out- this is difference in product. For students who are not ready to
participate in the game, there is a paraprofessional that often pulls a group of students and works with
them in a smaller group.
Which specific students will benefit, and why?
Process: HW, ZD, NC/ PC, ET, CE
Product: JR, AR/ LG, TR, TS
Readiness: HR, BJ/ MC
What accommodations will you make for students who are English Language Learners? (Refer
to your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level:
 Early Production Level: HR- Works with paraprofessional, but also can be given extra time for
responses when/ if called upon by other students to guess.
 Speech Emergence Level: NC- Modifications of communication (can speak instead of type).
 Intermediate Fluency Level:
What accommodations will you make for students who have an IEP or 504 plan?
N/A
What accommodations will you make for students identified as gifted and have an EP
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
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:
 What Higher Order Thinking
(H.O.T.) questions will you
ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
 What will you as the teacher
6
Name: __Sydney Dowling__
Subject/Content: Science Group Size: Date of Lesson: 10/2/20
23/17
(education plan)?
N/A- all gifted students are in a different class at this time.
“Reading aloud is appropriate in all grade levels and for all subjects” (Ansberry & Morgan, 2010.
P.10).
“Try providing students with ‘think-pads’ in the form of sticky notes [or paper in this case] to write on
as you read aloud. Not only does this help extremely active children keep their hands busy while
listening, but it also encourages students to interact with the text as the jot down questions or
comments” (Ansberry & Morgan, 2010. P.11).
1. What is the content area for this lesson? __Science__
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) _Gradual Release_
3. Step-by-step plan:
Time: Action Steps:
Read Aloud
3 mins- I will introduce the book and some terms they will hear throughout it. During this time, I will
also preview the book, stating the author, illustrator and what the story is about.
Inertia- a property of matter by which it remains at rest or in motion in the same straight line unless
acted upon by some external force.
Gravity- a force of attraction. It's like the Earth pulling on you and keeping you on the ground.
Friction- the resistance of motion when one object rubs against another. Anytime two objects rub
against each other, they cause friction.
1 min- “While we read, we will be using our “think-pads” (or in this case just a pencil and the next
available page in your science notebook) to jot down notes, questions, or comments you have while
we read.” “Remember to also look for and jot-down some notes about the three words we are focusing
on for today.”
8 mins- Read the book/ point out the terms listed above. I will point out the terms when we reach their
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3
say?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
Name: __Sydney Dowling__
Subject/Content: Science Group Size: Date of Lesson: 10/2/20
23/17
page and highlight examples of the terms given in the book. Likewise, I will chunk the book into
sections and clarify ways energy creates motion.
3 mins- Book debrief- students will share any of the questions or comments they jotted down on their
“think-pads” and I will ask students to create a class definition for the inertia, gravity, and friction.
This will allow me to gain a better understanding of students’ interpretation of the terms.
Charades
2 mins- “Based on our definitions for these words, we will be playing charades- has anyone played
charades before? Raise your hands!” “Great! So, for our charades game today, one friend at a time
will be our “actor”. They will act out an example of one of the three terms we just defined as a class.
When they do this, they will explain the action they are doing so we all can give our most informed
guess. Then our actor friend will call on two classmates to try and guess which term they were acting
out. If no friends guess correctly, the actor will explain the action and the term they were acting out.
What questions do you have?”
10-13 mins- We will play however many rounds time allows for.